MCRP 3-02A (formerly FMFRP 0-1B)
Marine Physical Readiness Training
for Combat
U.S. Marine Corps
New PCN 144 000119 00 (formerly pcn 140 ooooio oo)
MCCDC (C 42)
16 Jun 2004
ERRATUM
to
MCRP 3-02A
MARINE PHYSICAL READINESS TRAINING FOR COMBAT
1. For administrative purposes, FMFRP 0-1B is reidentified as MCRP 3-02A. Change PCN to
144 000119 00
144 000119 80
UNITED STATES MARINE CORPS
Marine Corps Combat Development Command
Quantico, Virginia 22134-5001
29 January 1988
FLEET MARINE FORCE REFERENCE
PUBLICATION.0-1B
1. PURPOSE
MARINE PHYSICAL READINESS
TRAINING FOR COMBAT
Fleet Marine Force Reference Publication (FMFRP) 0-1B, Marine Phvsical
Readiness. Training for Combat , is intended for use by all Marines.-It
provides the information and references necessary to establish and
conduct physical conditioning programs to prepare Marines for the
physical demands of combat.
2 o APPLICABILITY
Although not directive, this handbook is intended for use as a
reference by all Marines in developing unit physical readiness
training for combat. This FMFRP does not establish policy for the
?? Physical fitness training. Refer to Marine Corps Order
6300.3_ for applicable Marine Corps policy on physical fitness. It
may also be used as a basis for instruction conducted by unit leaders
or as a reference for instruction or training.
3. RECOMMENDATIONS
To improve this manual, the MAGTF Warfighting Center seeks comments
and recommendations from the user. Officers and noncommissioned
otricers with constructive comments are encouraged to respond. Lack
ot response will be considered as concurrence. The User Suggestion
Form which follows can be detached and forwarded to —
Commanding General
Marine Corps Combat Development Command (WF 06)
Quantico, Virginia 22134-5001
4. DISTRIBUTION
Initial distribution of FMFRP 0-1B is shown below. Addressees
on this list should ensure that appropriate subordinate
organizations are provided copies.
aOHN I. HOPKINS
Brigadier General, U.S. Marine Corps
Assistant Chief of Staff, WarFighting
Marine Corps Combat Development Command
Quantico, Virginia 22134-5001
DISTRIBUTION: TDJ
USER SUGGESTION FORM
From:
To: Commanding General, Marine Corps Combat Development Command
(WF 06), Quantico, Virginia 22134-5001
Subj: FMFRP 0-1B, MARINE PHYSICAL READINESS TRAINING FOR COMBAT,
RECOMMENDATIONS CONCERNING
1. In accordance with the Promulgation Page to FMFRP 0-1B, which
invites individuals to submit suggestions concerning this FMFRP
directly to the above addressee, the following unclassified
recommendation is forwarded:
Pa ge _ Article/Para No. _ Line No. _ Figure/Table No. _
Nature of Change: _ Add _ Delete _ Change _ Correct
2. Proposed New Verbatim Text: (Verbatim, double spaced; continue on
additional pages as necessary.)
3. Justification/Source: (Need not be double spaced.)
NOTE: Only one recommendation per page.
PREFACE
This Fleet Marine Force Reference Publication
is a revision of U.S. Army publication.
Physical Readiness Training , dated 1969,
referred to throughout as FM 21-20.
MARINE PHYSICAL READINESS TRAINING FOR COMBAT
Table of Contents
Chapter 1.
Section I.
Paragraph
1101
1102
1103
1104
1105
1106
1107
Section II.
1201
1202
1203
1204
1205
1206
1207
1208
Section III.
1301
1302
1303
Section IV.
1401
1402
1403
Chapter 2.
Section I.
2101
2102
2103
2104
2105
2106
Physical Readiness Leadership
Role of Physical Fitness In Combat
Purpose of Physical Fitness Training
Scope of the Manual
Commanders Role
History of Military Physical Readiness
Physical Demands of Combat
Physical Effects of Combat Stress
Limits of Physical Readiness
Fundamentals of Physical Fitness
Fitness for Marines
Components of Physical Fitness
Types of Exercise
Principles of Physical Conditioning
Three Stages of Physical Conditioning
Effects of Climatic Conditions
Warming Up and Cooling Off
Physical Activity as Age Increases
Goals of Physical Readiness Training
Necessity for Physical Readiness Training
Objective of Physical Readiness Training
Benefits of Exercise
Leadership Roles
Psychological Leadership
Command and Supervisory Functions
Small-Unit Leaders and Instructors
Physical Readiness Training Programs
Development of a Programs
Guidance for Planners
Marine Corps Mission
Evaluation of Fitness
Integration of Training
Activities at the Unit Level
Steps in Planning
Page
1-1
1-1
1-2
1-2
1-3
1-3
1-4
1-5
1-5
1-6
1-6
1-7
1-7
1-8
1-8
1-9
1-9
1-10
1-12
1-12
1-14
2-1
2-1
2-1
2-1
2-2
2-3
l
2107
2108
Selection of Activities and Systems
Sample Weekly Programs
2-5
2-7
Section
II.
Remedial Physical Training
2201
2202
2203
Need for Attention
Identification of Individuals
Administration of Remedial Action
2-10
2-10
2-11
Chapter 3
•
Physical Conditioning Activities
Section
I.
Marching Under Load
3101
3102
3103
3104
3105
3106
3107
3108
3109
General
Training Goals
Movement Planning
Individual Load
March Techniques and Procedures
Tactical Marches
Administrative Marches
Forced Marches
Night Marches
3-1
3-1
3-1
3-8
3-9
3-12
3-13
3-14
3-14
Section
II.
Conditioning Drills One, Two, and Three
3201
3202
3203
3204
General
Conditioning Drill One
Conditioning Drill Two
Conditioning Drill Three
3-16
3-16
3-20
3-23
Section
III.
Rifle and Log Drills
3301
3302
3303
3304
Rifle Drill
Exercises Performed with Rifles
Log Exercises
Exercise with Logs
3-27
3-27
3-30
3-32
Section
IV.
Grass Drills
34Q1
3402
General
Grass Drill One and Two
3-35
3-37
Section
V.
Guerrilla Exercises
3501
3502
General
Guerrilla Tables
3-39
3-40
Section VI. Running
3601 Running 3-43
3602 Types of Running 3-44
3603 Orienteering 3-46
Section VII. Circuit Training
3701 General 3-47
3702 Fixed Strength Circuit 3-47
3703 Moveable Strength Circuit 3-52
3704 Circuit-Interval Table 3-55
Section VIII.Basic Physical Skills and Obstacle Courses
3801 General 3-59
3802 Basic Physical Skills 3-59
3803 Obstacle Courses 3-64
3804 Conditioning Obstacle Courses 3-65
3805 Confidence Obstacle Courses 3-68
Section IX* Individual Exercise Programs
3901 General 3-76
3902 The Bench Conditioner 3-76
3903 The 6-12 Plan 3_82
3904 Weight Training 3-96
3905 Weight Lifting 3-96
3905 Isometric Exercising 3-99
Chapter 4. Combat Water Survival
Section I. Marine Corps Water Survival Program
4101 Military Swimming t 4^.1
4102 Program Development 4-1
4103 Qualification Standards and Training Guidelines 4-1
4104 Water Survival/Swimming Qualification Standards
and Test Procedures 4-3
Section II. Water Sports and Competitive Activities
4201 General 4_5
4202 Water Relays 4_5
4203 Water Polo 4_5
Section III. The Battle Swimming Test
4301 General 4_8
4302 The Battle Swimming Test 4-8
iii
Chapter 5. Competitive Conditioning Activities
Section I. Organization of Competitive Activities
5101 Leadership of Competitive Activities 5-1
5102 Military Field Meets 5-2
Section II. Combatives
5201 Description and Objective 5-5
5202 Combative Tables 5-5
Section III. Relays
5301 Description and Objective 5-9
5302 Relay Tables 5-10
Section IV. Team Contests and Athletics
5401 Description and Objective 5-18
5402 Team Contests 5-19
5403 Cross-Country and Distance Running 5-23
5404 Team Athletics 5-25
Chapter 6. Evaluation of Performance During Training
6001 Objectives of Combat Readiness 6-1
6002 The Physical Fitness Test 6-1
6003 Other Methods of Evaluation 6-1
6004 Responsibility 6-2
6005 Commander's Physical Fitness Program 6-2
6006 Other Formal Tests 6-4
6007 Physical Readiness Test 6-4
6008 Airborne Trainee Physical Fitness Test 6-7
6009 Battle Fitness Test 6-14
i
Chapter 7. The Human Body
7001 General 7-1
7p02 Systems of the Body 7-2
7003 The Skeleton ? 7-2
7004 The Muscles 7-3
7005 Functioning of the Skeleton and Muscles 7-5
7006 The Circulatory and Respiratory Systems 7-6
7007 Cardiovascular Functioning 7-6
Appendix
A Instructor Hints and Instructor Training A-l
Index-1
Index
Chapter 1
PHYSICAL READINESS LEADERSHIP
Section I. Role of Physical Fitness In Combat
1101. PURPOSE OF PHYSICAL FITNESS
TRAINING
Physical fitness training in the
Marine Corps has one purpose! to
prepare Marines to physically
withstand the rigors of combat.
All other goals of physical fit¬
ness training are subordinate to
and must support attainment of
this goal. The idea that only
infantry or reconnaissance units
and their attachments normally
face physically demanding combat
is wrpng. This error must not
influence the priority commanders
'of combat support, combat service
support, aviation, and headquar-
ters units give to physical
fitness for combat. Physical
fitness for combat has a high
priority for all Marines. A
sound, effective unit program,
requiring limited time and
material, offers a greater payoff
in combat than many more expensive
and time-consuming training
programs. This handbook describes
the concept and provides the
ingredients of a program for
commanders to use in carrying out
one of their most serious
responsibilities: ensuring that
their Marines are physically ready
for combat.
1102. SCOPE OF THE MANUAL
This handbook provides guidance
for all leaders, trainers,, and
planners of physical training
programs . It describes unit
physical fitness for combat
training in the following
chapters:
a. Physical Readiness Leader¬
ship. Chapter 1 provides guid¬
ance to leaders in the conduct of
physical combat readiness
training.
b. Physical Readiness Training
Programs. Chapter 2 discusses
how to structure programs to
meet physical readiness goals in
a variety of combat training
situations.
c. Physical Conditioning Activi¬
ties. Chapter 3 discusses the
primary physical conditioning
activities which commanders may
use to attain readiness for
combat goals. Sections in this
chapter address foot marches
under load, strength-building
activities, and activities which
build confidence and the aggres¬
sive spirit needed in combat.
d. Combat Water Survival. As
an amphibious force, Marines
cannot ignore the importance of
combat water survival training.
Chapter 4 describes a program
for commanders to conduct this
training.
e. Competitive Conditioning
Activities. Chapter 5 describes
competitive activities which
stress the relationship to
combat actions, featuring team¬
building types of competition.
f. Evaluation of Performance
During Training. Chapter 6
describes tests which measure
individual and unit physical
fitness for combat.
1-1
g. The Human Body. Chapter 7
covers the structure and
functioning of the body.
1103. COMMANDER'S ROLE
Major General Commandant John A.
Lejeune in the 1921 edition of
Marine Corps Manual expressed our
philosophy of leadership. Among
other things, General Lejeune
stated that "it will be necessary
for officers . . • to endeavor to
enlist the interest of their men
in building up and maintaining
their bodies in the finest
physical condition." It is
significant that the Commandant
prefaced these writings in 1921
with the statement that his
thoughts were greatly influenced
by the experience of World War I.
We have never varied as a Corps
frdm this belief that one of a
commander's most serious respon¬
sibilities is to have Marines
physically prepared for combat.
Senior commanders and their staffs
carry out this role primarily by
providing command emphasis,
including planning, support, and
supervision. Commanders at the
battalion/squadron and
company/battery level execute a
program of physical fitness for
combat by close supervision and,
most importantly, leadership by
example.
1104. HISTORY OF MILITARY
PHYSICAL READINESS
Every war has revealed our
military physical deficiencies
during the initial periods of
mobilization. This realization
followed the Civil War and has
recurred regularly with each
national emergency.
a. Training programs in each
war were geared to the physical
need of the era. Success was
dependent upon the amount of
time available during training
to physically prepare Marines
for battle conditions. Frequent-
ly, casualties in initial
engagements were attributed to
the inability of our Marines to
physically withstand the rigors
of combat over rugged terrain and
under unfavorable climatic condi¬
tions. With adequate preparation,
Marines have always handled the
test of battle.
b. During World War II, the
first physical conditioning
doctrine that could be scien¬
tifically justified by testing
was introduced. As the war
progressed, this program was
effective in the physical
conditioning of millions of
Marines for combat.
c. Postwar periods have tra¬
ditionally been a time of
consolidation. Unfortunately,
some leaders considered the
conditioning phase of training to
be a wartime tool. With such a
philosophy prevalent between
wars, physical readiness was
relegated to secondary importance
resulting in a serious lowering
of combat effectiveness. £he
initial commitment of Marines in
Korea dramatically displayed
this failure to recognize the
extreme physical demands of
warfare. Call-up of large numbers
of reserve Marines and pressing
them into the war within weeks
after call-up mainly caused the
loss in effectiveness.
d. Costly lessons learned from
our military experiences over a
period of years and the course of
several wars led to an increas¬
ing interest in the physical
conditioning of the individual
Marine. No longer can we afford
to emphasize physical fitness
during wartime and deemphasize it
during peacetime. It is evident
that, in spite of increased
mech ani zation and modern weapons,
physical readiness retains a
vital place in the life of each
individual Marine and in every
unit within the Marine Corps
regardless of mission.
e. Commanders are well aware of
the need for rugged and well-
conditioned Marines. The daily
demands of housekeeping, main¬
tenance, support, training,
operations, and other time-
consuming tasks make it necessary
for commanders to set aside time
for frequent, regular, and
vigorous exercise periods.
1105. PHYSICAL DEMANDS OF COMBAT
There are three primary elements
of effective physical fitness for
combats lower body strength and
stamina; upper body strength and
stamina; and a competitive, comba¬
tive spirit. Cardiovascular
functioning is not treated as a
separate element since it is a
necessary foundation for the other
three. Exercises and activities
designed to improve Marines'
condition in the three primary
elements will foster good
cardiovascular and respiratory
condition.
a. Lower Body Strength and
Stamina. Some common demands
that combat places on lower body
strength and endurance are
marching long distances under
load and functioning effectively
at the destination; moving
quickly and evasively under fire;
and carrying wounded Marines to
safety.
b. Upper Body Strength and
Stamina. Some common demands
that combat places on upper body
strength and stamina are rapidly
emplacing crew-served weapons;
handling large-caliber ammunition
for extended periods; climbing
walls, cliffs, and other high
obstacles; and performing field
maintenance on aircraft or heavy
machinery.
c. Competitive, Combative
Spirit. While part of this crit¬
ical aspect of combat readiness
is mental and emotional, robust
physical condition and a training
program which promotes physical
aggressiveness greatly enhance a
competitive and combative spirit.
Activities which force Marines to
overcome natural physical fear,
which directly leads to fatigue,
are particularly valuable.
1106. PHYSICAL EFFECTS OF COMBAT
STRESS
It has been thoroughly documented
that the added uncertainty and
stress of combat have a major
physical effect on Marines as well
as the acknowledged psychological
effect. In other words, in combat,
fear equals fatigue. In train¬
ing, we cannot easily reprpduce
this combat stress which reduces
the effectiveness of individuals
and units. However, we can produce
fatigue and psychological doubt in
training situations by developing
a challenging physical training
program which stresses the partic¬
ipants . This compels Marines to
exercise their ability to continue
to function under difficult and
trying conditions. Such activities
as long foot marches under load
and difficult confidence courses
train Marines to overcome their
own fear and fatigue. Rugged
1-3
competitive activities such as
martial arts and pugil stick
fighting prepare Marines
psychologically to overcome an
opponent as well as their own fear
and fatigue. This sort of
physically demanding training
builds self-confidence and unit
morale. The adage that "the unit
that sweats more in peacetime will
bleed less in battle" certainly
applies to its physical training
program. Athletic coaches have
long followed this approach by
such practices as having teams
shoot foul shots after wind
sprints in order to strengthen
their mental conditioning and
toughness. Although pushing
Marines to their limit is
necessary, commanders often set
lower standards initially than
ultimately desired. The program
should then call for steadily
increasing the difficulty. A good
guide for a starting point is a
standard that will be physically
and psychologically demanding for
no less than three-fourths of
the unit. Expressed another way,
no more than one-fourth of the
unit should be working at less
than their limit. The program
should progress quickly, aug¬
mented, if needed, by remedial
training for those unable to meet
the unit standards, until the
training is challenging for all
but the most exceptional Marines
in the command. Commanders must
never forget that Marines expect
to be challenged and thrive on
being pushed to their limit.
1107. LIMITS OF PHYSICAL
READINESS
A well-conditioned Marine unit has
a significant advantage in combat,
but this does not mean that phys¬
ical conditioning can substitute
for technical knowledge or good
planning. For instance, units
must, as discussed in chapter 3,
pursue a continuing and chal¬
lenging program of marches under
loads. This does not disprove the
axiom that fighting men, if
required to carry over one-third
of body weight, will generally
become ineffective in battle.
Leaders and planners must decide
what is essential to be carried
and must use an effective
logistic distribution system, such
as unit trains, to make remaining
items available when they are
needed. In a similar vein, the
valid requirement to foster a
competitive and combative spirit
in Marines does not excuse leaders
from the responsibility to
practice tactics which will not
needlessly risk lives. Physical
readiness for combat is a vital*
goal, but it is only one part of a
unit's overall readiness for the
test of combat.
Section II. Fundamentals of Physical Fitness
1201. FITNESS FOR MARINES
Total combat readiness includes
technical proficiency and mental,
emotional, and physical fitness.
If any one of these attributes is
lacking, combat effectiveness
suffers proportionately. Without
technical fitness, Marines lack
the knowledge and skill to fight;
without mental and emotional
fitness, they lack the incentive
and will to fight; and without
physical fitness, they lack the
physical ability and confidence to
fight. Physical fitness in a
Marine means a whole and healthy
body, the capacity for skillful
and sustained performance, the
ability to recover from exertion
rapidly, the desire to complete a
designated task, and the confi¬
dence to face any eventuality.
1202. COMPONENTS OF PHYSICAL
FITNESS
A sound body, free of disease and
defect, does not in itself con¬
stitute physical fitness. Before
an untrained Marine can be con¬
sidered physically fit for combat,
the following traits must be
developed:
a. Strength. Every Marine needs
enough strength to perform the
heaviest task encountered in
routine and emergency activities.
The basic areas where strength is
required are in the arm and
shoulder girdle, abdomen, back,
and legs. Muscles increase in
size, strength, and firmness with
regular and strenuous exercises.
Without work, they grow flabby
and weak.
b. Endurance. Each Marine needs
sustaining power to maintain the
maximum ability without undue
fatigue. There are two types of
endurance:
(1) Muscular Endurance. The
Marine needs muscular endurance
to fight the enemy under the
most tiring combat conditions.
Muscular endurance is the
ability to perform continuous
work over long periods of time.
Endurance depends on the
bloodstream's ability to
deliver large amounts of oxygen
and nutrition to the muscle
masses and then carry away the
waste products quickly.
(2) Cardiovascular-Respiratory
Endurance. The development of
cardiovascular-respiratory
endurance ("wind") is necessary
to maintain muscular endurance.
Cardiovascular-respiratory
endurance depends on the
efficiency of the blood
vessels, lungs, and heart. The
maximum effort a Marine can
exert over a period of time is
limited by the capacity to
absorb oxygen and expel carbon
dioxide. The average Marine's
cardiovascular-respiratory
capacity can be greatly
increased by exercise.
c. Agility. A Marine must be
able to change direction quickly
and as faultlessly as possible.
The ability to react instantly
and to maintain orientation
during rapid changes of body
position is important to survi¬
val. This important ability may
be developed by conditioning
exercises that require varied and
1-5
rapid changes of body position on
the ground and in the air, such
as obstacle courses.
d. Coordination. Coordination is
the ability to move all parts of
the body in a smooth/ efficient/
and concerted effort (commonly
called timing). A well-
coordinated individual does not
make useless movements. An
individual who moves with
precision and accuracy saves
energy. Coordination is best
developed by practicing
diversified muscular activities
and skills affecting all body
parts.
1203. TYPES OF EXERCISE
Basically 1 / there are two forms of
exercise: isotonic and isometric.
Both forms are contained in the
activities found in this manual.
a. Isotonic. Isotonic exercises
are those in which the expendi¬
ture of energy is regulated and
released during concentrated
efforts. The regulated
expenditure of energy is
controlled by both the mode of
exercise and the individual's
effort. This type of effort is
common to most exercise and
sports. To develop endurance/
coordination/ and flexibility,
isotonic exercise must be used.
Strength can also be developed or
increased through this type of
exercise.
b. Isometric. Isometric
exercises are those in which
maximum effort is applied and
held until the engaged muscle
energy is depleted during a
single contraction effort. The
individual exerts full force
against an immovable object for a
relatively short period of time
(6 to 10 seconds) and then
repeats the contraction several
times with a short period of rest
between each contraction. This
type of exercise develops only
strength; therefore, it has
limited application.
1204. PRINCIPLES OF PHYSICAL
CONDITIONING
Men and women vary in their phys¬
ical makeup. Physiological
(body) function and reaction also
vary in proportion to heavy
demands placed upon the body. To
attain the maximum benefit without
sacrificing Marines' welfare,
fitness must grow with a careful
program of conditioning. To allow
for adjustments in body func¬
tioning as the conditioning
program progresses and to ensure
attainment of objectives, the
following principles of physical
conditioning must be applied:
a. Overload. As strength and
endurance increase, the physical
load must be increased until the
desired level of fitness is
reached.
b. Progression. In beginning
stages, the load must be
moderate. Gradual progression
from this low state of fitness to
a higher state is possible
through application of a pro¬
gressive program.
c. Balance. An effective
program utilizes various types of
activities and provides for the
concurrent development of
strength, endurance, and
coordination as well as basic
physical skills.
d. Variety. Some programs fail
because the routine becomes
boring. The most successful
1-6
programs always include con¬
ditioning activities, competitive
events, and military physical
skill development.
e. Regularity. There is no easy
or occasional way to develop
physical fitness. Regularity of
exercise is a must, with daily
exercise preferred.
1205. THREE STAGES OF PHYSICAL
CONDITIONING
Unconditioned or poorly condi¬
tioned Marines pass through the
following stages in reaching the
desired state of physical
condition.
a. Toughening Stage. This stage
is approximately 2 weeks long arid
is usually characterized by
muscular stiffness and soreness
followed by recovery.
b. Slow Improvement Stage. This
stage is approximately 6 to 10
weeks long and is characterized
by slow and steady improvement
until the desired level, or a
high level, of fitness is
attained.
c. Sustaining Stage. This stage
goes on indefinitely in order to
maintain the level of
conditioning achieved by passage
through the previous stages.
1206. EFFECTS OF CLIMATIC CON¬
DITIONS
Temperature, both atmospheric and
body, affects the physical
performance of Marines. Proper
maintenance of body temperature
through warm up exercise, proper
dress in cold weather, and removal
or adjustment of clothing in hot
weather is necessary for effective
performance and health. Climatic
factors to be considered are the
following:
a. Exercise In High Temperatures
and High Humidity. Marines can
endure strenuous physical activ¬
ity in extremely hot temperatures
if they are given an opportunity
to become acclimated and if they
take enough salt and water. It is
essential to continue physical
training programs in hot
climates. Marines can better
withstand high temperatures when
they are well-conditioned. High
humidity combined with high
temperatures presents a serious
danger. These conditions
prevent the natural cooling of
the body by the evaporation of
perspiration. Training schedules
should conform to the provisions
of the base commander in respect
to wet bulb conditions. Those
who conduct training under these
conditions should monitor weight
loss and be careful to make fluid
replacement adjustments.
b. Exercise at High Altitudes.
Certain problems are encountered
in conditioning Marines stationed
in high altitudes because the
heart undergoes greater exertion
during exercise. It is partic¬
ularly important that only light
exercise be given initially at
such altitudes. A Marine's body
gradually adjusts to high
altitudes within a few weeks.
After this adjustment,, pro¬
gressively greater amounts of
exercise are possible.
c. Exercise in Arctic Regions.
Military duty in the arctic is so
arduous that a high level of
physical conditioning is essen¬
tial. Because of the difficulties
of carrying on physical condi¬
tioning exercises in extreme
cold. Marines should be condi¬
tioned to the highest level pos¬
sible before they arrive. A
sustaining program will then
maintain that level. When exer¬
cising in cold weather, Marines
1-7
should be required to remove
excess clothing to prevent them
from becoming damp with per¬
spiration.
1207. WARMING UP AND COOLING OFF
It is a fundamental physiological
principle that Marines should warm
up gradually before taking strenu¬
ous exercise. Such action speeds
up the circulation to prepare the
body to take an overload and helps
to prevent injury to muscles and
joints after exercising. Marines
should be kept mildly active,
walking, stretching, or performing
some other mild muscular activity
until breathing and temperature
have returned to normal. Marines
should never be allowed to cool
off too 1 rapidly; in cool or
cold weather, they should put on
additional clothing during the
cooling-off period.
1208. PHYSICAL ACTIVITY AS AGE
INCREASES
Combat makes severe physical
demands on Marines. All Marines,
regardless of age, must be physi¬
cally ready to meet these
demands. There is no
physiological reason to cease
exercise or exertion with age.
Increased age usually brings
increased responsibility which, in
many instances, leads to a routine
that can become almost devoid of
physical activity. The key to
fitness with increased age is to
continue exercising at a
reasonable level and to include
exercise of a vigorous type in the
daily routine. Older persons who
have not regularly maintained a
reasonable state of physical
fitness require more time than
younger persons to become fit.
Such individuals usually require
a longer period of time to
recover from physical effort than
younger Marines. If general
health is good, evidence shows
that older Marines can develop and
maintain a degree of fitness
which permits vigorous activity
and proper performance of duties.
It is both the individual's and
the commander's responsibility
that all Marines continue a daily
sustaining exercise program.
Section III. Goals of Physical Readiness Training
1301. NECESSITY FOR PHYSICAL
READINESS TRAINING
A very important objective of
training is attainment and main¬
tenance of operational readiness.
Marines must be physically ready
for operations at any time and
under all conditions of climate
and environment. A combination of
training to develop proficiency in
physical skills and conditioning
to improve strength and endurance
results in physical readiness for
combat. The degree of physical
fitness required of Marines can be
acquired through physical exer¬
cises in a normal well-coordinated
and closely monitored training
routine. The■performance of purely
Military duties, such as drills
and marching, is not enough to
build all the desired areas of
fitness. Few recruits are phys¬
ically fit for the arduous duties
ahead of them. The softening
influences of our mechanized
civilization and the difficulties
of conditioning Marines make
physical fitness more important
than ever before. If Marines are
to be fully developed to and
maintained at the desired
standard of physical fitness, a
well-conceived plan of physical
readiness training must be a basic
part of every training program.
Marines cannot be adequately
prepared in any other way for the
hard work and arduous demands
required on the battlefield.
1302. OBJECTIVE OF PHYSICAL
READINESS TRAINING
The overall objective of the
physical readiness training
program is to develop individuals
and units who are physically able
and ready to perform their duty
assignments or missions during
training and in combat. To attain
the objective of physical
readiness, exercise activities
must develop the following areas:
a. Strength and Endurance.
Developing adequate strength to
perform required duties and
adequate endurance to sustain
activity over a long period of
time.
b. Muscle Tone. Developing
muscle tone adequate to maintain
proper posture and reasonable
weight control.
c. Skills. Developing military
physical skills which are
essential to personal safety and
effective combat performance. As
skill is developed, agility and
coordination are attained. The
essential skills are—
(1) Marching Under Load.
Marching with individual and
unit weapons and equipment.
(2) Running. Distance and
sprint running on roads* and
cross-country.
(3) Jumping. Broad jumping and
vertical jumping downward from
a height.
(4) Dodging. Changing body
direction rapidly while
running.
(5) Climbing and Traversing.
Vertical climbing of ropes,
poles, walls, and cargo nets..
Traversing horizontal objects
such as ropes, pipes, and
ladders.
1-9
(6) Crawling. High crawling
and low crawling for speed and
stealth.
(7) Throwing. Propelling
objects, such as grenades, for
a distance with accuracy.
(8) Vaulting. Surmounting low
objects, such as fences and
barriers, by use of hand
assists.
(9) Carrying. Carrying objects
and employing man-carries.
(10) Balancing. Maintaining
proper body balance on narrow
walkways and at heights above
normal.
(11) Falling. Contacting the
ground from standing, running,
' and jumping postures.
(12) Surviving in Water (Or
Other Specialized Situations).
Using water survival
techniques.
d. Character Traits. Instilling
character traits which help
accomplish military missions to
include—
(1) Confidence. Confidence
develops through achieving
progressively more difficult
tasks as physical ability
grows.
(2) Aggressiveness. Participa¬
tion in combative activities
and contests develops desire
and willingness to overcome an
opponent.
(3) Reaction Under Pressure.
Competitive contests and game
situations train Marines to
think and to act quickly while
under pressure.
(4) Teamwork. Teamwork
develops through competitive
events in which a number of
Marines must coordinate their
efforts to accomplish a
physical task.
1303. BENEFITS OF EXERCISE
The benefits of exercise are not
always understood. Some of the
more important results of exercise
are listed below:
a. Improved Muscle Tone.
Muscular tone improves and, at
the same time, muscular strength
and endurance are built up.
b. Cardiovascular-respiratory
Endurance. Cardiovascular-
respiratory endurance, or wind,
improves through a process of
opening up dormant lung capacity
to absorb greater amounts of
oxygen.
c. Circulation. Circulation of
the blood speeds up and extends
to a greater portion of the body
as exercise forces the blood to
service all parts of the body.
The efficiency and effectiveness
of the hearty lungs, and blood
vessels improve.
. *
d. Flexibility. A wider range
of muscular movement is possible
and rapidity in physical skills
grows.
e. Elimination of Body Waste.
Bending and twisting the body
and the general speedup of body
processes caused by exercise
regulate and help eliminate body
wastes.
f. Tension. Working off excess
nervous energy and relief from
daily worries and cares relieve
tension. Participation in
1-10
exercises leaves little time for
worry.
g. Sleep. Sleep improves
because muscles are healthfully
tired after a bout of exercise. A
by-product of sound sleep is
relief of tension.
h. Obesity Control. Control of
obesity (fat) is made possible by
using up excessive amounts of
fat-producing food elements.
i. Injury Susceptibility.
Susceptibility to injury is
reduced through exercise.
Muscles, tendons, and joints are
strengthened. Injuries such as
hernia, back strain, and joint
sprains are less likely to occur
if muscles are maintained in
proper tone.
/
1-11
Section IV. Leadership Roles
1401. PSYCHOLOGICAL LEADERSHIP
The full development of a Marine's
resources is not all physical. To
be effective in developing phys¬
ical readiness, leaders must
realize that mind and attitude are
also important to success. The
more important psychological
considerations are to—
a. Promote Understanding of the
Value of Physical Readiness. A
desire to be physically ready
should be created in all Marines.
Motivation is increased and
Marines take greater interest in
their individual physical fitness
if they understand the value and
benefits of vigorous exercise.
When Marines realize their
efforts are an investment in
their own personal welfare, it
should not be difficult to obtain
their cooperation. Marines should
understand the objectives, the
benefits, and the value of each
type of exercise activity in
their program. They should also
understand the relation of
physical readiness to survival in
combat.
b. Maintain a Positive Approach.
Physical readiness training for
combat is strenuous and demand¬
ing., It is a responsibility of
leadership to create an atmos¬
phere where all desire to partic¬
ipate fully. This attitude
should be fostered. A negative
approach must not be identified
with physical readiness training,
even with those having dif¬
ficulty. Only in unusual cases
should fear of punishment be the
motivating factor behind good
performance. For those few who
cannot keep up or attempt to
malinger, an effective remedial
program is essential.
c. Seek Cooperation and Develop
Morale. In a program placing
maximum physical stress upon
individuals, it is necessary to
gain their cooperation. .Favor¬
able reaction is enhanced by
proper planning and organization,
challenging requirements, use of
competition, and application of a
progressive program resulting in
physical fitness.. As physical
fitness grows, morale also grows.
1402. COMMAND AND SUPERVISORY
FUNCTIONS
a. Command Functions. Commanders
should take the following actions
to support physical readiness
training:
(1) Lead by personal example.
(2) Instill command interest
and indicate to subordinate
personnel the importance of
this training to the welfare of
the organization.
*
(3) Allot sufficient time for
the achievement of objectives
and monitor the use of such
allotted time. The substitution
of other training or routine
duties for scheduled physical
readiness training is unsound
and unwise.
(4) Assign and properly utilize
qualified personnel to super¬
vise and conduct physical
readiness training. If leaders
are not competent, take action
to ensure they become competent
quickly. Reassign those who do
1-12
not meet this standard to other
duties.
(5) Make necessary facilities
and funds available to support
a program to develop physical
readiness within all personnel.
(6) Measure the physical
fitness of individuals and
units in order to evaluate
progress and to determine if
the program is successful.
b. Supervisory Functions.
Leaders responsible for planning,
conducting, and supervising
physical readiness training
should take the following
actions:
(1) Prepare physical readiness
training schedules which apply
the principles of physical
conditioning and which aim for
a particular type of program
plan.
(2) Provide for wide partici¬
pation of as many Marines as
possible. All Marines, regard¬
less of position or age, will
benefit from regular exercise.
In some instances, special
efforts are necessary to
overcome obstacles to regular
and frequent training. Special
effort is also necessary to
ensure remedial conditioning.
Such conditioning should occur
for those who are physically
substandard and after extended
absence due to leave, sickness,
injury, and travel.
(3) Prevent waste or unwise
use of time allotted for
physical, readiness training.
Time-wasters include unprepared
instructors; assignment of one
instructor to a group larger
than a platoon; progression
which does not keep pace with
the physical development of the
Marines; extreme formality;
inadequate equipment or
facilities which require
waiting turns to exercise; and
lengthy rest periods between
exercises which interfere with
the application of overload.
(4) Ensure that the program
contains vigorous physical
activity. Such activity places
progressively greater demands
upon the body during each
exercise session and also over
the duration of the training
program. To be of benefit,
exercise must tire the muscles
and cause the heart to increase
its rate of beat.
(5) Set an overall objective
for each physical fitness
program. Observe the training
as necessary to ensure that the
established objectives are
being achieved.
(6) Observe physical readiness
training to insure the use of a
positive approach. To implement
a positive attitude, small-unit
leaders and instructors should
personally set the example;
have an understanding, fair,
and sympathetic attitude;
recognize individual differ¬
ences ; and motivate Marines
toward their best effort.
(7) Guide and inform small-unit
leaders and instructors con¬
cerning approved techniques,
directives, and literature. As
necessary, arrange for local
training of instructors to
include clinics, conferences,
schools, and demonstrations.
(8) Determine the effectiveness
of physical readiness training
1-13
by personal participation in
and observation of training,
analysis of field inspection
reports, and analysis of
individual physical fitness
test scores. Scores may be
combined to reflect the fitness
of the unit.
1403. SMALL-UNIT LEADERS AND
INSTRUCTORS
a. Responsibility. The instruc¬
tion and conduct of physical
readiness activities are the
function of company/battery
commanders, platoon leaders and
persons assigned as instructors.
Experience has proved the
effectiveness of physical fitness
development when conducted in
company 1 - and platoon-size units
under direct control of the
leader with overall supervision
by the parent-unit commander.
For example, all the platoons of
a company may exercise at the
same time under the general
supervision of the company
commander, with each platoon
conducting the assignment
separately and under its own
leadership.
b. Leader's Assignment. A
small-unit leader or an
instructor in a school or
training activity is assigned to
a combat unit or to a support
unit. In this assignment, the
leader is responsible for all
training to include physical
readiness training. In a
different situation, the
noncommissioned officer (NCO) or
officer may be assigned as a
full-time physical readiness
instructor. This contrasts to a
unit leader assignment where only
part of the time is devoted to
such training. In either case,
the leader will hold an important
and vital position for the
physical fitness of Marines.
c. Leader's Training. Leaders
may come to the assignment either
fully or partially trained. It
may be their first responsibility
for the development of physical
fitness. If they have had pre¬
vious training through experi¬
ence, make certain that their
information is supplemented with
study of this manual. If they
have had professional training in
physical education during
civilian life, but no military
experience, they should also use
this manual to learn the methods
used by the Marine Corps. A new
leader should take advantage of
various ways to learn including
attendance at leader training
courses, self-study, practice,
and discussion with more
experienced leaders.
d. Leader's Objective. As a
physical readiness training
instructor, the leader has two
general objectives. The first is
to motivate Marines to want to be
physically fit. The second is to
conduct a program that will
develop a high degree of physical
fitness. Motivated Marines will
react enthusiastically to su‘ch a
program. It aids greatly in
achieving local program
objectives.
e. Leader's Personal Fitness. A
unit leader who must instruct and
demonstrate physical activities
must be in physical condition to
do the job without undue physical
stress. The leader should be
able to do those things that must
be demonstrated. The leader's
strength, endurance, posture, and
skill should set the example.
This does not mean that the
leader must excel, as other
1-14
Marines do not expect cham¬
pionship performance. However,
they do expect, and deserve, a
creditable showing of fitness for
the job.
f. Leader's Knowledge. The
leader must have three types of
knowledge to properly administer
physical readiness training. They
are—
(1) Knowledge of Marines. The
leader must understand Marines,
know how to lead and motivate
them, understand how they
learn, and apply this knowledge
wisely in the day-to-day
training situation.
(2) Understanding of Body
Functioning. A more intelligent
exercise program results from
understanding and applying the
principles which govern phys¬
ical conditioning of the body.
The leader with such knowledge
can better prescribe, adjust,
and regulate exercise types,
amounts, and progression to
attain fitness.
(3) Understanding Exercise
Activities. The leader needs to
understand the contribution
each type of physical activity
makes to physical fitness, and
how to use each activity to
develop fitness. Skill to dem¬
onstrate and lead the various
activities is a necessary part
of technique and is invaluable
to the instructor or small-unit
leader.
(reverse blank) 1-15
Chapter 2
PHYSICAL READINESS TRAINING PROGRAMS
Section I. Development of a Program
2101. GUIDANCE FOR PLANNERS
This chapter instructs planners
on physical readiness training
procedures. It contains program
planning guidance including
factors to consider when devel¬
oping programs; steps in assem¬
bling a program; definitions of
activity packages and systems of
exercise; selection of activity
packages; and selection of systems
used in implementing those
packages.
2102. MARINE CORPS MISSION
The mission of the Marine Corps is
to seize and defend advanced naval
bases and to perform other mis¬
sions as the President of the
United States may direct. Tradi¬
tionally, to perform this mission.
Marines have been projected into
the area of operations by Navy
vessels and have attacked hostile
beaches over the shore in landing
craft, assault amphibian vehicles,
and helicopters. Recently, per¬
formance of this task has been
somewhat complicated by the intro¬
duction of the concepts of mari¬
time prepositioning and the air¬
landed Marine expeditionary
brigade. Under these concepts,
Marines, landed at airfields in
foreign countries, will join their
equipment at commercial ports. The
distance between these airfields
and ports is often 10 or more
miles. In time of international
crisis, it can be expected that
transportation assets will not be
adequate. Marines from all
elements of a Marine Air-Ground
Task Force may have to march from
the airfield to the site of their
equipment. All Marines must be
physically conditioned to rigors
of conducting foot marches with
individual weapons and equipment.
2103. EVALUATION OF FITNESS
The Marine Corps mission is such
that all Marines must constantly
and consistently achieve a high
level of fitness that prepares
them for the demands of combat.
While Marines have many different
MOS's, all Marines must be pre¬
pared for the demands of marching
under load and performing basic
infantry tasks, such as rear secu¬
rity and patrolling. While the
physical fitness test remains our
universal measure of individual
fitness, it is the commander's
responsibility to observe and
evaluate the unit's ability to
perform effectively in combat.
Often the commander's most effec¬
tive evaluation tool is weekly
physical training sessions. The
commander should participate in
these sessions and see that they
are fully integrated into the unit
physical conditioning program.
2104. INTEGRATION OF TRAINING
Training time must be used effi¬
ciently and wisely. Every oppor¬
tunity to integrate physical
tra _ining into other training
activities should be seized. For
example, foot marches under load
can be integrated into the normal
daily activities as a way to move
from one training or work site to
2-1
another. This integration
reflects realism in training and
should be used to maintain overall
proficiency. To accomplish this
requires imagination and enthusi¬
asm on the part of the commander.
The area of operations in which
the training is conducted deter¬
mines what can be integrated and
how. If possible, training should
also consider the terrain and
climate of the area in which the
unit will subsequently conduct
training or operations. Training
should include familiarization
with special equipment and the
application of specialized tech¬
niques to tactical principles.
Activities such as gun drills and
command post emplacement drills
also have physical conditioning
value, particularly if supervised
and done competitively or measured
against time standards.
2105. ACTIVITIES AT THE UNIT
LEVEL
Physical readiness training is a
command responsibility and is
generally conducted in Marine
units at the company and platoon
levels. Battalion/squadron com¬
manders must constantly supervise,
making sure that all Marines are
physically prepared for combat.
a. Physical readiness training
should usually be conducted
weekly by each battalion/squad¬
ron-level unit, using events
designed for all personnel (e.g.,
marches under load, battalion/
squadron runs, military field
days, etc.). These events enable
the commanders to demonstrate
personal leadership, and observe
and evaluate the physical condi¬
tion and combat physical readi¬
ness of their Marines. This
exercise period should be
designed to elevate the unit's
morale and emphasize unit iden¬
tity through the wearing of
uniforms and the carrying of
battalion and company guidons.
The battalion/squadron commander
should make every effort to be a
visible participant in the unit's
physical readiness program on a
weekly basis. These activities
could be conditioning marches
under load or a weekly calisthen¬
ics/unit run. The suggested
times for these activities are
early on Monday morning or late
on Friday afternoon after the
training week has been completed.
The uniform may be physical
training gear or utilities and
boots.
b. Commanders should be cautious
of long runs in boots and utili¬
ties. This is not to suggest
that units should not run in
utilities, but to remind com¬
manders that boots are designed
for marching, not running. If
commanders choose boots and
utilities, they should select
off-road routes which will
provide a cushioning effect.
c. Units should be made well
aware of the commander's intent
before the unit falls out for
exercise. If the exercise period
is conducted early in the morn¬
ing, it need not necessitate an
extensive shower/clean-up period
afterward, so long as all Marines
from the commander on down remain
dirty. Commanders should inform
their Marines not to fall out for
these sessions in clean, pressed
uniforms.
d. The physical readiness
training of headquarters units
is often difficult to manage.
Often physical training is left
for individuals or sections to
develop and manage on their own.
2-2
This approach can be effective,
but if not supervised, it can
result in a "paper" program.
Headquarters unit commanders
should endeavor to conduct weekly-
integrated training which will
enable them to evaluate the
physical readiness of their
personnel. Often this training
has to be scheduled before or
after normal working hours to
maximize participation of the
entire unit.
2106. STEPS IN PLANNING
To implement workable and effec¬
tive programs (as directed by CMC
ALMAR 261/87) the planner must—
a. Determine the Type of Program
Needed., Marine units are inher¬
ently different in organization
ind mission. The physical readi¬
ness program must be tailored to
the mission and to the current
physical condition of most unit
personnel. Programs to meet this
need are of the following types:
(1) Developmental Programs.
Marines in a beginning or poor
state of physical readiness
need a program which will
develop strength, endurance,
physical skills, and character
traits which are beneficial to
successful accomplishment of
military missions. Such
programs should be applied
progressively to rise gradually
to a peak of fitness and skill.
(2) Maintenance Programs. Once
Marines reach the sustaining
stage of conditioning, their
goal is then to maintain this
level by. participation in a
maintenance program.
(3) Remedial Programs. The term
"remedial" is usually applied
to those individuals or groups
who possess substandard physi¬
cal fitness. For example, a
remedial physical conditioning
program could be applied to
persons who are overweight, who
fail to reach physical fitness
test standards, or who have
missed extended periods of con¬
ditioning due to illness,
injury, extended hospitaliza¬
tion, or other absence. Satur¬
day training sessions are
designed as remedial sessions
for all individuals who either
miss the daily training or have
failed to meet adequate stand¬
ards . Note that personnel in
light duty or no-duty status
should be expected to attend
all training sessions, observ¬
ing, supervising, or assisting
as needed.
b. Determine the Time Required.
The amount of time for training
operations varies considerably.
However, every unit can find time
to conduct physical readiness
training. Frequent (i.e., daily)
physical training of short
duration--30 to 60 minutes—is
preferred over occasional longer
periods. Other demands for train¬
ing time are so urgent that every
minute of time allotted for phy¬
sical readiness training should
be used. Determine the time
required per week and divide it
into daily blocks.
c. Organize for Various Group
Sizes. It is essential to stress
exercise rather than formality.
Marines must complete the program
where they are—on the training
field, in the motor pool, on the
range, next to the classroom, in
the office area, in the shop,
aboard ship, or elsewhere.
Although desirable, it is not
always possible to assemble
2-3
company-size units for physical
training. Platoon-size groups are
appropriate for the proper
conduct of physical conditioning
activities. Certain situations
may require exercise programs.for
section- or squad-size units.
This manual outlines programs for
all situations and types of
organizations.
d. Allow for Weather and Exer¬
cise Area. In programing and
scheduling, the climate and ter¬
rain often govern the selection
of activities.
(1) Weather changes cause
differences in temperature,
rainfall, wind chill, and snow.
These changes should be antici¬
pated ■ as they dictate the type
, of prograitl. Alternate plans
should be part of the schedule.
Nevertheless, normal weather
changes and rain should not
drive training inside.
(2) Local terrain and available
exercise areas may also influ¬
ence the selection of activ¬
ities and the type of program
which it is possible to sup¬
port. Some activities can be
completed in nearly any area.
e. Plan for Seasonal Change. As
most physical readiness training
is conducted outdoors, it is
necessary to recognize seasonal
change. A program should be
divided into fall, winter,
spring, and summer parts. Sea¬
sonal change also causes change
in light. For example, an early
morning program started in the
summer will have ideal light con¬
ditions, yet in the fall or win¬
ter, darkness will occur at that
same hour and interfere with the
conduct of the program. Develop
programs in seasonal blocks, and
make provisions for anticipated
changes.
f. Consider Needed Facilities.
An excellent program can be
conducted with practically no
facilities since there are exer¬
cises which require no equipment.
However, a better program can be
developed when supported by cer¬
tain facilities and items of
equipment. Proper command sup¬
port, plus ingenuity, will solve
this problem. (Items of equip¬
ment, when necessary to support
the recommended exercises, are
included in the chapters oh
exercise activities.)
g. Specify Appropriate Uniform.
The uniform worn for exercising
depends upon the season of the
year, the state of the weather,
and local regulations. Whenever
possible. Marines should be
dressed alike. Undershirts are
preferred as the upper garment
when the weather permits. A
uniform that restricts the free
movement of the body should not
be worn when exercising.
h. Consider Availability of
Instructors. Leaders who can lead
and direct the scheduled activity
must be available. Organizational
units should train junior pffi-
cers and noncommissioned officers
down to squad or section leaders
to instruct and lead the various
activities.
i. Select Activity and System.
With the type of program needed
and the objectives in mind,
select an activity package or an
integrated training package for
each day's scheduled physical
training. At this same time, the
system to be used in employment
of the selected activity or
activities must be determined.
2-4
This selection affects equipment,
areas, instructors, transporta¬
tion, and other support require¬
ments .
j. Secure Command Participation
and Support. Prepare and brief
the commander to assure full
understanding of the objectives
and administration of the pro¬
gram. The full participation and
support of the commander will
greatly improve the level of
success.
k. Supervise Execution. Deter¬
mine needs, publish the program,
and supervise its execution as a
necessary part of developing the
unit's training schedule.
2107. SELECTION OF ACTIVITIES AND
SYSTEMS
* ■ ’
a. Exercise Activities . The
planner must determine exercise
activities which will be appro¬
priate to include in the program.
An exercise activity is a single
means of exercise usually iden¬
tified by the name applied; for
example, running, log exercises,
and obstacle course. Many exer¬
cise activities cart become part
of activity packages.
b. Activity Packages. Many of
the physical activities described
in this manual are arranged in
prescribed sequences and are
knovm as activity packages. An
activity package is a number of
exercises of the same type,
assembled as a group or a set,
and arranged in a specific
sequence. Exercise packages are
organized in such manner that not
more than 15 minutes will be
required to complete the execu¬
tion of any package. Each type
of activity is explained in
later chapters. The number of
available drills, tables, or
circuits; the manner of
organization; and the
contribution each makes to the
total program are covered. Full
understanding of this
information will greatly assist
in developing effective
programs. Various designations
are used to identify exercise
packages; for example,
conditioning exercises when
arranged in a set order are
known as drills, and other
packaged activities are desig¬
nated as tables or circuits. The
following are activity packages:
(1) Activity packages for
groups:
• Conditioning Drill Two
• Conditioning Drill Three
• Rifle Drill
• Log Drill
• Grass Drill
• Running Tables
• Guerrilla Tables
• Circuit-Interval Table
• Combatives Tables
• Relay Tables
(2) Strength Circuits:
• Fixed Circuit
• Movable Circuit .
• Simplified Circuit (Circuit
Interval Table)
(3) Activity packages for
individuals:
• The 6-12 Plan
• Weight Training
• Isometric Exercise
c. Advantages of Using Packages.
The use of exercise packages
simplifies scheduling and
conducting of exercise and
results in the following
benefits:
2-5
(1) Schedule development is
simplified as the planner
assembles packages which will
satisfy the training objective.
There is no need to deal with
selection of individual activ¬
ities or to be concerned about
the amount of time to be
expended on each.
(2) Any 15-minute period, and
in some cases less time, can be
scheduled or used to perform an
activity.
(3) If longer periods of time
are available or if the objec¬
tive demands, several packages
can be assembled to provide a
more complete period of activ¬
ity.
(4) Marines are assured a
"balanced set of exercises or
activities as each package is
carefully arranged to reach all
muscle groups.
(5) The instructor can concen¬
trate on the conduct of a
vigorous workout as the type
and duration of the. activity
have already been determined.
d. Nonpackaged Activities. Sev¬
eral types of activity are not
packaged. Activities in this cat¬
egory are conditioning marches,
unit runs, obstacle courses, com¬
bat water survival swimming, team
contests, and team sports. These
activities can be scheduled in
combination with packaged activ¬
ities, or they may be scheduled
separately. Often they require a
longer period of time. Most
nonpackaged activities require a
50-minute period to satisfacto¬
rily complete their objective.
For conditioning marches, a few
hours are required. The benefits
of these activities should not be
overlooked as some desirable
objectives cannot be attained
without them.
e. Systems of Exercise. Several
methods or systems of organizing
exercise and activity packages
can be used. Each system is based
upon a specific organization as
follows:
(1) Single Activity System.
The unit leader immediately
assumes command of the unit at
the beginning of the exercise
period. The leader moves the
unit to a predesignated exer¬
cise site at double time, forms
the unit in a circle around the
leader, grounds clothing and
equipment as appropriate, and
quickly moves into the exercise
routine. There is usually no
time to teach; therefore, the
Marines must know the activity
to be used. At the conclusion
of a 5- to 15-minute period,
the unit leader returns the
unit to the instructional area
at double time and releases the
unit for the next scheduled
activity.
(2) Progressive Activity
System. All Marines (company
or platoon) complete activities
in the same order during the
period. For example. Drill One
is followed by dual combatives,
and finally a 1-mile run. This
system is usually progressive
from a warm up activity, such
as Drill One, to an activity
which contributes in a major
way to one of the objectives,
such as aggressiveness
development through combatives
or cardiovascular development,
such as running.
(3) Rotating Activity System.
Set up the same number of
2-6
activities or stations as there
are platoons in the company.
Each platoon rotates through
each station in turn. With four
platoons in a 50-minute period,
about 10 minutes can be devoted
to each station. With three
platoons, approximately 15
minutes may be spent at each
station. Activities must be of
a type that can be covered in
the time allotted. For example,
with three platoons, Station 1
could be Conditioning Drill
One; Station 2, running; and
Station 3, a team contest.
(4) Circuit System. Set up a
number of stations to provide
various types of exercise
equipment and/or items of
apparatus, The idea is to keep
all Marines busy and exercising
vigorously for a short period
of time at each station. The
fixed strength circuits and the
movable strength circuits are
examples of this system. Sta¬
tion changes must be rapid; and
the exercise must be started
quickly after each change.
Since the objective is to exer¬
cise at top speed, the motiva¬
tion comes from frequent change
of activity by moving to
another station. Rotation by
station groups continues until
all Marines have covered all
stations.
improves, but always with ade¬
quate recovery. The important
concept is stress, recover,
Stress, recover, and so on.
This system is often applied
through running, but other
activities of a continuous
nature may also be used. An
example is the Circuit-Inter¬
val Table.
f. Steps in Selecting Activities
and Systems. The planner should
follow these steps.
(1) Evaluate the needs of one
unit with emphasis upon unit
mission, objective; and time
available.
(2) For each day, select an
activity package or a combina¬
tion of activities which will
contribute to the objective.
(3) Then determine the system
to be used in implementing the
selected activities. There are
several possible choices and
much opportunity for flexibil¬
ity in program development.
For example, the weekly program
may contain various exercise
packages, systems, and time
periods. Additional guidance
is contained in following
chapters.
2108. SAMPLE WEEKLY PROGRAMS
(5) Interval System. This sys- The variety of weekly programs
tem stresses the development given shows available alterna-
of strength and endurance. It tives. Programs and schedules
involves heavy work for a given other than those illustrated may
distance within a specified be assembled to provide schedules
time, alternated with lighter to fit any situation. Many other
work and recovery, but never scheduling combinations are pos-
stopping during the workout, sible through use of the packaged
This procedure is repeated, and activities, varied time periods,
the intensity is increased and different types of assigned
gradually as physical condition duty.
2-7
a. Sample A. Figure 2-1 illus¬
trates a 60-minute time allotment
in which the single activity sys¬
tem is used with activity
packages that vary from day to
day. in this program, 5 hours of
training are scheduled for the
week. This program needs some
type of integrated unit training
to supplement it each week. A
bimonthly conditioning march of
10 miles in 3 hours is suggested
to round out this program. The
Saturday session is designed for
remedial physical training.
NOTE: A physical training activity
must be conducted at a minimum of
once every 72 hours. After 72
hours, muscles begin to atrophy.
DAY
ACTIVITY
MONDAY
RUNNING ACTIVITY
TUESDAY
60 MIN
COMBATIVES
WEDNESDAY
60 MIN
CONDITIONING & LOG DRILLS
THURSDAY
60 MIN
CONDITIONING & RELAYS
FRIDAY
60 MIN
RUNNING & CONDITIONING
SATURDAY
60 MlN
RUNNING ACTIVITY
Figure 2-1. Sample A—Single
Activity.
b. Sample B. A more comprehen¬
sive weekly program (fig. 2-2)
illustrates the scheduling of
various-length periods, a variety
of activities, and the use of
three systems during the week.
In this schedule, 3.5 hours are
included for the week. The fol¬
lowing should be noted concerning
this schedule:
DAY
TIME
ACTIVITY
REMARKS
MONDAY
20 MIN
20 MIN
20 MIN
RIFLE DRILL
COMBATIVES
RUNNING
PROGRESSIVE
ACTIVITY
SYSTEM
TUESDAY
30 MIN
GUERRILLA EXERCISES
TABLE 1
SINGLE
ACTIVITY
WEDNESDAY
30 MIN
RIFLE DRILL
SINGLE
ACTIVITY
THURSDAY
30 MIN
CIRCUIT INTERVAL
TRAINING
SINGLE
ACTIVITY
FRIDAY
20 MIN
20 MIN
20 MIN
STRENGTH CIRCUIT
CONDITIONING DRILL
CROSS-COUNTRY RUN
ROTATION
ACTIVITY
SATURDAY
60 MIN
WARM UP RUN
AND GRASS DRILL
SINGLE
ACTIVITY
Figure 2-2. Sample B—Various Time
Periods, Activities, and Systems.
(1) On Monday, a 60-minute
period is available for phys¬
ical readiness training. Three
20-minute packages are sched¬
uled. Each platoon, under its
own leadership, will'progress
through each scheduled activity
in turn.
(2) On Tuesday, Wednesday, ahd
Thursday, only 30-minute
periods are available. Here
each platoon leader supervises
each platoon in a single
activity system.
(3) On Friday, the company com¬
mander directs training to
exhibit personal leadership
example and supervision. In
this example, only one strength
circuit and one cross-country
course are available, and each
will accommodate only one
platoon. For this reason.
Conditioning Drill One station
is included. A platoon rotates
to each station within the 60-
minute period*
(4) The Saturday session once
again is designed for remedial
physical training.
(5) Bimonthly, a 10-mile/3-
hour march under load will be
necessary to round out this
program.
NOTE: Cardiovascular/respiratory
exercise to improve endurance must
be of long enough duration (20
minutes or more) to induce and
maintain oxygen debt.
c. Sample ' C. A third sample
schedule (fig. 2-3) illustrates
the use of the single activity
system for 5.25 hours of train¬
ing. This schedule includes
sustaining-type activities for a
unit that has passed through both
the toughening and slow improve¬
ment stages of conditioning. The
use of competitive activities is
featured to hold interest and
provide self-motivation. A
bimonthly 10-mile/3-hour march
under load will be necessary to
round out this program. The
Saturday session once again is
designed for remedial physical
training.
DAY
TIME
ACTIVITY
MONDAY
45 MIN
RUNNING-CROSS-COUNTRY
TUESDAY
75 MIN
TEAM ATHLETICS-TOUCH FOOTBALL
WEDNESDAY
45 MIN
RUNNING-CROSS-COUNTRY
THURSDAY
20 MIN
40 MIN
LOG DRILL
DUAL COMBATIVES
FRIDAY
90 MIN
SPEED MARCH
SATURDAY
90 MIN
9
TEAM CONTESTS
Figure 2-3. Sample C—Sustaining
Activities.
NOTE: The body will respond to
hard work or physical training
without soreness and stiffness
provided the work or physical
training is conducted regularly.
NOTE: Exercises of short duration
increase strength and bulk but do
little to effect endurance.
NOTE: The times shown in tlje
charts are participation times.
2-9
Section 11. Remedial Physical Training
2201. NEED FOR ATTENTION
Remedial physical training is a
process by which physically sub¬
standard individuals are condi¬
tioned to meet standard levels of
performance. To achieve a full
’degree of operational readiness,
it is necessary to bring all
Marines up to the prescribed
standard. Experience has demon¬
strated that some Marines have
difficulty due to a poor state of
fitness, obesity, or lack of
motivation. Attention to these
individual deficiencies will help
improve unit combat readiness.
2202. IDENTIFICATION OF
INDIVIDUALS
The' company or battery commander
identifies persons who cannot
achieve the prescribed level of
proficiency through the physical
fitness test or as a result of
observation during training. The
commander notes particular weak¬
ness of body parts as indicated by
failure of certain test events.
These Marines are then placed in a
special remedial program either at
platoon, company/battery, or bat¬
talion/squadron level. Extra time
is devoted to overcoming the weak¬
ness . These extra periods of con¬
ditioning may be during or after
duty hours, as determined by the
commanders. Other persons need
reconditioning as result of
hospitalization. Restoring
physical fitness to damaged areas
of the body is accomplished
through progressively graded
physical activities under
professional supervision, not by
the physical fitness trainers.
a. Types of Deficiencies.
Physical deficiencies which can
be corrected by exercise fall
into several categories.
(1) Lack of Strength in One or
More Body Parts. The major
muscle areas concerned are the
arms and shoulder girdle,
back, abdomen, and legs.
(2) Lack of Overall Endurance.
Usually, there is deficient
muscular and cardiovascular
endurance.
(3) Deficiency in Coordination
and Agility. In these cases,
physical skill is not developed
to a satisfactory degree in
activities such as crawling,
running, jumping, climbing,
traversing, vaulting, pushing,
pulling, lifting, and carrying.
(4) Overweight or Underweight.
Either condition may interfere
with physical fitness and mis¬
sion accomplishment. Lack of
exercise is not always the
cause. The cause may be mal¬
function of normal physiologi¬
cal functions or it may be poor,
health habits such as over- ‘or
undereating, lack of adequate
rest, or overconsumption of
alcohol.
(5) Lack of Motivation. Not
all persons are motivated to
attain or maintain a desirable
state of fitness. Some Marines
do not understand the impor¬
tance of physical fitness, some
find proper exercise too diffi¬
cult, and others find it
inconvenient.
2-10
b. Causes of Deficiencies.
There are several causes for
Marines being deficient in
physical fitness:
(1) Absence of exercise.
(2) Exercise which fails to
develop all muscle groups and
components of fitness.
(3) Exercise which is not
vigorous enough or which lacks
progression.
(4) Injury or illness which
depletes fitness.
(5) Inadequate amounts of sleep
or rest.
c. Methods of Detection. The
commander has several means by
which to detect physical
deficiencies:
(1) Analyze physical fitness
test performance. Separate
the scorecards of individuals
who fail from those who pass.
Make an analysis to determine
the cause of failure as
revealed by test scores.
(2) Observe Marines as they
perform physical tasks—
•Marines who have
difficulty during training
or in physical types of
work.
• Marines who have become
obese and therefore
experience difficulty.
(3) Be alert to those Marines
who are often on sick call,
returnees from hospitalization,
or newly assigned.
2203. ADMINISTRATION OF REMEDIAL
ACTION
a. Group Attitude. Marines who
are singled out as being
physically deficient are
self-conscious and are not
always convinced they need extra
help. Within a deficient group,
motivation may be low. These
Marines must be convinced that a
remedial program which is
tailored to their needs will help
them and will eliminate their
deficiencies. Encouragement is
often needed and desirable.
b. Leadership. The leader of
this group must study
individuals and know their
deficiencies. The unit leader
should counsel Marines
individually, observe them
closely as they progress through
the remedial program, maintain
records, and adjust the program
as required.
c. Measurement. Whenever
improvement in performance is
noted, Marines should be
measured by the physical fitness
test either individually or by
group. When testing reveals an
individual to be satisfactory,
that individual should, be
released from the remedial
group. There may be exceptions to
this policy in the case of
Marines who are overweight or in
the execution of an exercise
program prescribed for some
special purpose.
d. Organization of a Remedial
Group
(1) A remedial group is usually
a small group of Marines within
a company or battalion. In some
2-11
situations, it may be a larger
group numbering 50 to 75
Marines. In the case of a
larger group, divide the
Marines initially into
subgroups according to ability.
Prescribe exercise loads
commensurate with their
ability. General conditioning
is sufficient in the early part
of the program to qualify
Marines who are on the border¬
line. Qualification will reduce
the size of the group, permit¬
ting more individual and
specialized attention to those
who remain.
(2) As the program progresses,
regroup individuals who have
like deficiencies in order that
they can concentrate on their
weakness. For example—
(a) One group may be weak in
the arms and shoulders as
revealed by failure in the
chinup event. This group,
with an assistant instructor
in charge, can work on pull-
ups, rope climb, pushups,
rifle or log exercises, hori¬
zontal ladder, and similar
types of exercise.
(b) Another group may be weak
in general endurance as
revealed by the 3-mile run.
This group could profit from
participation in conditioning
drills, running, grass drill,
and strength circuit.
(3) It may be necessary to
form some groups to overcome
weaknesses in skills, such as
an inability to throw, to
quickly change direction while
running, to crawl rapidly, or
to carry a load. Lack of coor¬
dination or lack of practice
may cause these deficiencies.
In this instance, instructors
must provide an Opportunity to
practice and correct poor form
and other errors as they are
noted.
2-12
Chapter 3
PHYSICAL CONDITIONING ACTIVITIES
Section I. Marching Under Load
3101. GENERAL
Few physical fitness activities
are as directly related to readi¬
ness for combat as foot marches
under load. In addition to the
obvious physical conditioning and
unit cohesiveness benefits,
marches under load prepare most
Marines for numerous foreseeable
tasks in combat. The idea that
only infantry and reconnaissance
units actually require training
marches to prepare them for combat
is clearly a mistake. In addition
to the very real possibility of
Marines from all types of units
being used to fill combat-depleted
infantry units, it is likely in
maritime prepositioning force
operations that aviation, combat
service support, and command
element personnel will have to
march with weapons and equipment,
from the arrival airfield to the
equipment marshalling site. In
American coastal cities, the har¬
bor is nearly always 10 or more
miles from the airport. It is
difficult to imagine any different
condition in a lesser developed
country. A further combat-related
benefit is that foot marching
under load is the most effective
way to develop leg strength in the
context of a unit training pro¬
gram. In his classic study of
troop performance in World War II,
Men Against Fire , S.L.A. Marshall
noted that the greatest single
weakness of replacements of all
occupational fields was leg
strength. Truck drivers must
push trucks which are stuck in
mud, and headquarters communica¬
tors must climb hills to emplace
antennas. The demands on the
lower body in combat apply to all
Marines, and foot marching is one
activity which can help build
these muscles while being conven¬
iently integrated with the rest of
the training program.
3102. TRAINING GOALS
The standard for success of a foot
march is very simple to measure:
did the unit arrive at the des¬
tination at the prescribed time
with Marines in condition and
required equipment present to
accomplish the mission? A pro¬
gressive program can increase a
unit's readiness. It can instill
pride by increasing distances and
rates of march and by selecting
routes over increasingly challeng¬
ing terrain as the Marines become
better conditioned. However, the
ability to execute the mission at
the conclusion of the march must
remain the standard of success.
3103. MOVEMENT PLANNING
The basic considerations in plan¬
ning a foot march are the mission,
tactical situation, terrain and
weather, and the units to partici¬
pate. The success of the march
will depend largely upon the thor¬
oughness with which it is planned.
A successful march is character¬
ized by adherence to prescribed
routes and time schedules, the
efficient employment of the means
available, and the ability of the
unit to accomplish its assigned
mission upon arrival at the
destination.
3-1
a. Movement Orders. Movement
planning culminates in the
preparation and issuance of an
operation order prepared in the
standard, five-paragraph format.
Necessary annexes are attached to
furnish detailed information
required for the movement.
Written movement orders are
rarely prepared at company level.
A discussion of the annexes is
contained in this chapter.
b. March Planning. March plan¬
ning, as discussed here, is the
planning conducted at battal¬
ion level. March planning may be
organized into the following
steps s
(1) Preparation and Issuance
of the Warning Order. In
order to afford subordinate
units the maximum possible
time to prepare for a pending
move, a warning order contain¬
ing all available information
about the march is issued. The
amount of planning time avail¬
able will determine the time of
issuance and the content of the
warning order.
(2) Estimate of the Situation.
In his estimate, the commander
considers the mission, terrain,
weather, time, and space
factors, available routes,
available transportation for
the movement of equipment
and/or shuttling of Marines,
enemy capabilities, disposition
of own forces, physical condi¬
tion and training of Marines,
and courses of action avail¬
able to the command.
(3) Organization and Dispatch
of a Reconnaissance Party.
Every march plan is based on
as thorough and complete a
ground reconnaissance as time
and the situation will permit.
Map and aerial reconnaissance
are valuable in formulating a
plan, but are not a substitute
for ground reconnaissance.
Route reconnaissance is
accomplished by a recon¬
naissance party which usually
consists of a reconnaissance
element, an engineer element
from the attached or supporting
engineer unit, and a traffic
control element* Unit
standing operating procedures
generally establish, the basic
composition of the recon¬
naissance party. It is
modified as necessary to meet
the requirements of a particu¬
lar march. A recommended
method of reporting informa¬
tion obtained by the route
reconnaissance party is shown
in figure 3-1. The minimum
information required from the
reconnaissance party is— ‘
(a) Available routes and
conditions. (Routes may be
specified by higher head¬
quarters . )
(b) Recommended rate of
march.
(c) Selection of start point
and release point, or confir¬
mation of the suitability of
start point and release point
previously selected by map
reconnaissance.
(d) Confirmation of location
of the assembly or bivouac
area.
(e) Location of critical
points on the route.
(f) Distance between
critical points on the route
and total distance from start
point to release point.
3-2
Route
Kllometen
from SP
Baeommendwl
nta of
march (kmph)
Remarks
SP: RJ 8th Div Rd—Superhighway
4
Bridge; hard surface; two guides.
RJ Jamestown—Hersey Rd .
2.26
4
Traffic heavy; two guides; Jamestown Rd
bears to right.
RJ Jamestown—Yankee Rd...
7.10
4
Two guides
RJ Jamestown—Lightning Rd .
10.60
4
Two guides
RJ Jamestown—Sunshine Rd.
12.40
4
Light traffic; one guide Sunshine Rd;
gravel, poor traction when wet.
RP; RJ Sunshine—Sedan Rd ..
14.80
4
Two guides
Figure 3-1. Example of Route Reconnaissance Report.
(g) Location of obstacles and
estimation of necessary
Marines and equipment needed
to repair and maintain
routes.
<*) Number of guides required
and their location on the
route.
(4) Development of Detailed
Movement Plans. Some of the
elements included in a detailed
movement plan are—•
(a) Organizing the Column.
To facilitate control and
scheduling, units will be
organized into serials and
march units and given an
order of march. In deter¬
mining the order of march,
the march planner must con-
, sider the enemy situation
and the desirable order of
arrival of the units at the
destination. Where disper¬
sion is required, a unit may
be organized into two or
more columns, each assigned a
different route.
(b) Using Reconnaissance
Information. Results of the
route reconnaissance will be
used to select the route(s);
determine the start point,
critical points along the
route(s ), and the release
point; and select the rate
of march.
(c) Determining March
Computations. March unit
pass time is based on the
strength, formation, and rate
of march. The pass time of
the marching columns, plus
necessary time distance
computations, will be used to
determine the completion time
of the march.
(d) Drafting of Road Movement
Table. Using the completed
march computations, a drait
road movement table is com¬
piled .
(e) Checking the Plan. Using
the draft road movement table
and a road movement graph,
the movement plan is checked
to ensure that it conforms to
the directive of the higher
headquarters and the battal¬
ion commander's instructions.
(5) Preparation and Issuance
of the Road Movement Order.
After the plan has been checked
and approved by the commander,
3-3
an operation order is prepared
and issued. The operation
order may be in written form or
issued orally, and is accom¬
panied by a road movement
table, overlay and/or strip
map, and appropriate adminis¬
trative details.
(6) Road Movement Table. A road
movement table, prepared as an
annex to the operation order,
provides serial commanders with
arrival and clearance times at
critical points along the route
of march. It also provides the
column commander with informa¬
tion as to the proposed loca¬
tion of elements of the column
at various times.
(7) Overlay/Strip Map. An over¬
lay serves . the normal purpose
'and should show, as a minimum,
the present location of units,
route of march, critical
points, and the new location of
units at the destination. A
strip map is a schematic dia¬
gram of the route of march and
shows landmarks and critical
points with the distances
between them. A strip map may
be issued as an annex to the
road movement order, in addi¬
tion to or in lieu of an over¬
lay.
c. March Computations. Prior
to issuance of the operation
order, the S-3 must verify time
and space computations as they
provide him with the necessary
data for the preparation of a
road movement table.
(1) Time-Distance. Time dis¬
tance (TD) is determined by
dividing the distance to be
traveled (D) by the rate of
march (R):
D
TD = R
Where TD = hours
D = distance in
kilometers
R = kilometers
per hour
(2) Length of Column. The
length of column (LC) is used
to determine the pass time of a
column. The sum total of the
following two parts determines
the length of column. (See
pars, (a) and (b)). The two
parts are the space occupied by
the Marines alone (including
the distance between Marines)
and the sum of the distances
between the units of the column
(column gap).
(a) The length of column of
Marines alone is determined
by multiplying the number of
Marines by the appropriate
factor selected from the
table below. The length of
column does not include
distances between units. LC
Marines
factor.
= No.
of Marines x
SINGLE FILE
COLUMN OF TWO*
2 m/MAN APART
2.4
1.2
5 m/MAN APART
5.4
2.7
(b) The
meters
total distance in
between units is
determined as follows:
Step One. Determine the
number of gaps between
serials (total serials
minus one).
3-4
Step Two . Multiply the
number of serial gaps from
Step One by the length (in
meters) between respective
units.
Step Three. Determine the
number of gaps between
march units (total march
units minus one, minus the
number of serial
distances).
Step Four. Multiply the
number of march unit gaps
from Step Three by the
length (in meters) between
respective units.
Step Five. Add the totals
from Step Two and Step Four
to get the total meters for
the column gap.
EXAMPLE: A battalion foot
column is organized into 12
platoon-sized march units and
3 company-sized serials.
REQUIRED: total column gap
distances when there are 100
meters between serials and 50
meters between march units.
GAP DISTANCES
SERIAL:
(3-1) X 100 m
200 m
MARCH UNIT:
(12-1-2-) x 50 m
450 m
-
TOTAL COLUMN GAP
650 m
(3) Pass-Time. Pass-time (PT)
is the time a unit takes to
pass a specified point. For
foot columns, the pass-time is
determined by applying the
following formula: PT
(minutes) = LC x FACTOR (for
appropriate rate of march).
PASS-TIME FACTORS — FOOT TROOPS
.0150 for 4.0 km/h
.0187 for 3.2 km/h
.0250 for 2.4 km/h
.0375 for 1.6 km/h
EXAMPLE: Determine the pass-time
of a unit whose length of column
is 1,500 meters and is marching
at a rate of 4 km/h. PT (min) =
1,500 x .0150 (the factor for 4.0
km/h) = 22.5 min.
(4) Completion Time. Completion
time is the time of day that a
march will be completed. Com¬
pletion time is determined by
using the following formula:
Completion Time = SP time + TD
+ PT + Scheduled Halts (other
than normal hourly halts).
EXAMPLE: A column's starting
point (SP) time is 0700. The
time-distance is 6 hours and 40
minutes. Pass-time of the column
is 30 minutes. A 35-minute lunch
halt has been scheduled. What is
the completion time of the march?
Employing the 24-hour clock sys¬
tem, the formula can be applied as
follows for simplified addition of
the times:
Hr
Min
SP time.
rpn .. .
07
00
.06
40
PT .
.00
30
Lunch halt.. • •
.00
35
Completion time.. . .
. .13 1
or 1445
The march will be completed at
1445.
(5) Experience Tables. Based
on previous movements made by
a unit, data is accumulated to
facilitate march planning. Such
data includes approximate pass-
times for various elements of
3-5
the battalion. The S-3 can
utilize these data rather than
computing them each time a
march is scheduled. Such ex¬
perience tables serve to reduce
the time required to complete
the computation phase of march
planning. Matter appropriate
to the unit standing operating
procedure should be integrated
therein.
Road Movement Graph
(1) A road movement graph is a
time-distance diagram used in
planning, preparing, or check¬
ing road movement tables, and
for controlling marches. The
graph provides a visual repre¬
sentation of a march plan so
that conflicts and discrepan¬
cies may be prevented in the
planning stage, before conges¬
tion occurs on the route. It
is not usually issued as a part
of the order. Road movement
graphs may be applied to small
units, to movements of a
single column, or to a large
organization scheduling
separate elements, moving by
various means, with different
rates of march, over one or
more routes.
(2) To construct a road move¬
ment graph, use the following
steps: (See fig. 3-2.)
REACH CLEAR
SBBBSSEEEEEEEBEBBBEBEEEEEEf5E5SB aaaaaaaaaaa "
BE8S8gEBEBB aaaaaaa B aa i a SgaiIIIliBi8|iSM5S5Sl
EESES!SSSBBSBSSRSEES2R25! aa i aa IISlEiiiiiini
IP2HKMHHI
NOTES:
1. MARCH DISTANCE-
2. RATE OF MARCH -
3. LENGTH OF COLUMN —
4. PASS TIME--
5. GRAPH ILLUSTRATES A
ONE HOUR LUNCH HALT
FROM 1200 -1300 HOURS
-24 KM
-4 KMPH
-2 KM
-30 MIN
atasgBiaeaBJB
CROSS SP
0800
0900 1000 1100 1200 1300 1400 1500 1600
CLEAR SP 0830
Figure 3-2. Road Movement Graph.
Step One- Determine the num¬
ber of hours available for
the march. Designate the
lower left corner of a sheet
of graph paper as the SP time
or the earliest even hour
before the march is to begin.
Select a scale and plot the
hours available in sequence
from the left on the horizon¬
tal axis.
Step Two. Determine the dis¬
tance to be moved in kilo¬
meters . Indicate the SP at
the lower left corner of the
graph sheet and, using an
appropriate scale, plot the
number of kilometers on the
vertical scale from the SP to
the release point. Indicate
the location of critical
points on the vertical scale.
Step Three. At the proper
distance from the SP, draw a
horizontal line indicating
the location of the RP. Indi¬
cate by a vertical line the
hour when the movement must
be completed. Plot lines
representing route restric¬
tion, if any, at the proper
distances and times on the
graph.
Step Four. Determine the
pass-times of foot and motor
elements of the column.
Step Five. Starting at the
SP at the specified hour,
plot the movement of the head
of the leading element. If
the rate of march is 3 kilo¬
meters per hour, the lead
element will have moved 1.5
kilometers in 30 minutes, 3
kilometers in 1 hour, etc.
Plot the trace of the lead
man to the RP. The last
Marine will cross the SP in
pass-times after the lead
man. Measure this time on the
graph and plot the trace of
the last Marine of the
column - The lines describing
the head and tail of a march
serial are parallel. Indicate
the time subsequent serials
reach the SP and plot the
trace of the head and tail.
Check to ape that the plan
complies with all restric¬
tions and orders. If there
are any violations or con¬
flicts, the plan may be made
to conform by changing the
order of march, the starting
time of the serials, the
planned rate of march, or
the organization of the
column.
e. Conversion to the Metric
System. The adoption of the
metric system for expressing
linear distances requires a
simple means of conversion.
(1) To accomplish this, use
the following tables:
• Multiply inches x 2.54 to
obtain centimeters. Multi¬
ply centimeters x .39 to
obtain inches.
• Multiply yards x .91 to
obtain meters. Multiply
meters x 1.1 to obtain
yards.
• Multiply miles x 1.6 (or
8/5) to obtain kilometers.
Multiply kilometers x .62
(or 5/8) to obtain miles.
3-7
(2) Linear distances can be
accurately measured on maps
which have been converted to
the metric system by using a
straightedge graduated in cen¬
timeters (cm). The centimeter
scale can be used in lieu of
the graphic scale when the
scale of the map is shown, as
follows:
Map Scale: One cm Equals:
1:500,000 5,000 meters
1:250,000 2,500 meters
1:100,000 1,000 meters
1:50,000 500 meters
1:25,000 250 meters
3104. INDIVIDUAL LOAD
Since the backbone of Marine
ground combat forces is the
infantry, tactical mobility is
dependent on the marching
ability of the individual Marine.
The load that each Marine must
carry is the greatest impediment
to mobility. In general, the com¬
mander must make every effort to
reduce the individual load of his
Marines to the absolute minimum.
e l° a d has the greatest
effect on Marines marching on
foot, the value of carrying the
minimum essential supplies and
equipment applies for all Marine
forces
a. Fighting Load. The fighting
load consists of items of cloth¬
ing, equipment, weapons, and
ammunition that are carried by,
and essential to, the effective¬
ness of the combat Marine and
the accomplishment of the imme¬
diate mission. The fighting load
should not weigh more than 40
pounds. The commander must ensure
that his Marines' loads—and his
own--be stripped to the bare
minimum.. The addition of small,
light-weight items in excess of
the limit should not be tole¬
rated, since cumulatively, these
items will take a toll in energy.
Every extra pound a Marine must
csi’i'y decreases his combat effec¬
tiveness.
Existence Load. The exist¬
ence load consists of items other
than those in the fighting load
that are required to sustain or
protect the combat Marine, that
may be necessary for increased
personal and environmental pro¬
tection, and that are not nor¬
mally carried by the individual.
The existence load is normally
carried by the Marine's unit.
Marching, but not engaged in
combat, a Marine may be expected
to carry a maximum of 50 pounds
of supplies and equipment.
c. Considerations
(1) The primary consideration
is not how much a Marine can
carry, but how much he can
carry without impaired combat *
effectiveness—moral or physi¬
cal. The combat strength of a
unit is not counted Simply in
numbers of Marines, but in the
numbers of willing and, physi¬
cally able Marines.
(2) It is generally better to
risk temporary inconvenience
from lack of health and comfort
items than to exhaust Marines
due to overloading.
(3) It is a fundamental truth
that men become physically
exhausted more quickly when
3-8
under the stress of combat.
Marines must be required to
carry less into battle than
they are conditioned to carry
in training. Marines should
be conditioned for carrying
weight, but should be equipped
in combat for fleetness of
foot.
(4) A common mistake is to base
the fighting load on the gear
and supplies necessary to meet
every contingency. The com¬
mander cannot reasonably expect
the Marines to carry enough
gear for every possible eventu¬
ality. The items to be carried
must be based on reasonable
expectations.
(5) It is the commander's
responsibility to procure the
transport to carry any addi¬
tional gear. As a rule of
thumb, a rifle company, or unit
of similar size, requires one
5-ton truck and trailer in sup¬
port to carry additional gear.
In cold weather, or other con¬
ditions in which the necessary
personal gear increases, this
requirement will increase.
(6) The commander must ensure
that the supply system pro¬
vides, on a dependable and
timely basis, the balance of
essential supplies and equip¬
ment not carried by the unit.
Marines must feel confident
that they will be supported
with the necessary supplies and
equipment.
(7) In training, commanders
must implant in their Marines
the pride in operating under
austere conditions. To effect¬
ively demonstrate the need for
this spartan mentality, the
commander must personally set
the standard. Marines should
be trained in field craft, for¬
aging techniques, and the use
of caches and field expedients.
Maximum use should be made of
captured stores.
3105. MARCH TECHNIQUES AND
PROCEDURES
a. Organization. A command
executing a march is organized
into march units, march serials,
and march columns, as necessary
for control.
( 1 ) March Units. A march unit
is a unit of command which
moves and halts at the command
of a single commander. The
march unit normally corresponds
to one of the smaller Marine
units such as a platoon or
company.
(2) March Serials. A march
serial consists of one or more
march units organized under the
senior officer and given a nu¬
merical or alphabetical .desig¬
nation to facilitate control.
A serial is usually a battal¬
ion, but may be a company if
the battalion is marching
alone.
(3) March Columns. A march
column is composed of elements
of a command moving over the
same route. It may be composed
of one or more serials. To
facilitate control, a column
commander is designated. A
column is normally a regiment
or larger unit, but may be a
battalion if marching alone.
b. Order of March. The order
of inarch is determined by the
mission, terrain, and the com¬
mander's desired order of commit¬
ment of units into action.
c. Control and Coordination
Measures. The commander estab¬
lishes initial control of the
march by designating control mea¬
sures in his march order. The
most frequently used measures
include:
• Start point and release
point.
• Time at which head or tail
of column passes the start
point.
• ’Rate of march.
• Order of march.
• Route of march.
• Location of command post.
• March communications.
d. The Pacesetter. The pace¬
setter is an experienced individ¬
ual carrying the same load as the
majority of the Marines and
marching from 4 to 10 meters at
the head of the column. (See fig.
3-3.) The pace-setter's primary
duty is to maintain the rate of
march ordered by the column
commander.
(1) Setting the Pace. The
pacesetter does this by estab¬
lishing the pace (length of
step) and cadence (steps per
minute) to obtain the pre¬
scribed rate of march. He
should be of medium height so
normal strides will be taken.
Overs triding or understriding
tends to tire leg muscles
quickly and affects the combat
efficiency of marching Marines.
The officer marching at the
head of the column super¬
vises the pacesetter to ensure
that he takes normal strides
and maintains a uniform
cadence.
Figure 3-3. The Pace-Setter.
(2) Reducing Accordion Effect.
Accordion effect occurs when
the column alternately length¬
ens and shortens, causing the
rear elements of the column to
double time to maintain dis¬
tance. It is caused by changes
in the rate of march by the
lead, elements, usually after
passing a slowing obstacle. To
-10
reduce this effect as much as
possible, lead elements should
slow their rate of march for a
sufficient time after crossing
obstacles to allow the rear
elements to maintain the pre¬
scribed distance without run¬
ning. The rear elements can
signal the head when the last
man has cleared the obstacle
and the rate can be resumed.
Since some accordion effect is
nearly inevitable, the order of
march should be periodically
rotated to prevent units in the
rear from becoming physically
exhausted at the conclusion of
the march.
■ t ■ • • . .. ' • ...
e. Length, Rate and Pace
(1) Length of March. The
length of march varies depend¬
ing on terrain and weather,
enemy situation, and physical
and mental condition of
Marines. The normal length of
march for a 24-hour period is
from 20 to 32 kilometers (12
to 20 miles) marching from 5 to
8 hours at a rate of 4 kilo¬
meters (2.5 miles) per hour
(km/h mi/h) . A march in
excess of 32 kilometers in a
24-hour period is considered a
forced march. Well-trained
units that have been progres¬
sively trained will be able to
achieve a unit goal of 60 miles
in a 3-day period.
(2) Rate of March. The same
factors of terrain, weather,
load to be carried, and condi¬
tion of Marines affect the rate
of march. The commander con¬
siders these and selects a rate
which will place his unit at
the destination in the shortest
possible time in condition to
accomplish the mission. Unit
standing operating procedure
should state the standard rate
of march for that unit over
normal terrain for both road
and cross-country movement and
in both day and night. The com¬
mander then modifies this rate
if the situation requires. Nor¬
mally prescribed standards are
as follows:
ROADS
CROSSCOUNTRY
km/h
mi/h
km/h
mi/h
DAY
4
2.5
2.5 ;
1.5
NIGHT
3.2
2
1.6
1
(3) Pace and Cadence. The
normal pace is 30 inches. A
pace of 30 inches and a cadence
of 106 steps per minute result
in a speed Of 4.8 kilometers
per hour or 3 miles per hour
and a rate of 4 kilometers per
hour or 2.5 miles per hour if a
10-minute rest halt per hour‘is
taken. Since the pace of each
man may vary, the cadence may
have to be adjusted to maintain
the prescribed rate. Slope of
ground and surface footing
affect pace. A normal cadence
is relatively simple to main¬
tain on level or gently rolling
terrain on firm footing. Mud,
sand, loose gravel, and hills
all greatly affect pace.
f. Halts. Halts during a day's
march are taken at regular inter¬
vals to rest personnel and adjust
loads. Halts are specified by
3-11
standing operating procedures or
inarch order. Such factors as
midday heat or enemy action may
force the adoption of long midday
halts or night marches. At long
halts, each unit disperses to a
previously selected location near
the route of march.
(1) Normal Time and Frequency.
Under normal conditions, a 15-
minute halt is made after the
first 45 minutes of marching.
Following the first halt, a
10-minute halt is made after
each 50 minutes of marching.
Variations of this schedule are
made when a scheduled halt time
occurs when passing through a
built-up area or when cover and
concealment are required by the
tactical situation and none is
available. Observation posts
may be established, if required
for security of the unit during
halts.
(2) Actions at Halts. All
units in the column should be
halted at the same time. At
the halt signal, Marines should
move to the side of the road,
staying within the immediate
vicinity of their unit. Marines
should remove or loosen gear
and sit or lie with feet ele¬
vated. Commanders inspect
Marines and equipment, and
corpsmen administer medical
treatment, as required.
g. Communications. The four
primary means of communications
used in controlling foot marches
are radio,, visual, sound, and
messenger.
(1) Radio. Radios are normally
used for communications between
platoons and higher headquar¬
ters in the march column. Radio
transmissions should be held to
the absolute minimum necessary
for control and should be at
minimum power required.
(2) Visual. Visual communica¬
tions may include flashlights,
luminous markers, panel sets,
pyrotechnics, and hand and arm
signals. When contact with the
enemy is not expected, the loss
of light discipline from some
of these signals may be a
lesser security risk than the
risk of disclosure from radio
transmissions;
(3) Sound. Sound communica¬
tions include voice and such
signaling devices as horns and
whistles. Some of their uses
include assembling Marines at
the conclusions of halts and
providing warnings of air or
chemical attacks.
(4) Messengers. Messengers are
particularly effective during
periods of radio silence and
reduced visibility. Messages
should be simple and brief to
preclude mistakes by the mes¬
senger.
h. Security. Both active and
passive measures are used against
attack by enemy aircraft and
indirect fire weapons during
movement. Active measures
include the use of air sentries
and organic and attached weapons
in accordance with the unit air
defense standing operating proce¬
dure. Passive measures include
the use of concealed routes and
assembly areas, night marches,
and extended interval between
3-12
elements of the column. With
imagination and planning, all of
these measures can be practiced
in training without detracting
from the physical conditioning
benefit of the march. in fact,
such drills as rapidly taking
cover during simulated attacks
and then quickly resuming the
march can prove physically chal¬
lenging .
i. Reconnaissance. Reconnais¬
sance determines in advance
critical points along the inarch
route such as bridges, fords, and
obstacles in order that conges¬
tion or delay may be held to a
minimum and local security
provided. Paragraph 3103.c.
describes organization of the
reconnaissance party.
3106. TACTICAL MARCHES
These marches are movements of
Marines and equipment not in
direct ground contact with the
enemy but expecting early ground
contact either en route or upon
arrival at the objective. Some
characteristics of this type of
movement include security elements
to the front, flanks, and, if
necessary, to the rear of the
march column. Additional consid¬
erations include the selection of
concealed areas on defendable ter¬
rain for start and release points
and rest stops. In training,
infantry units of regimental size
or smaller will normally derive
the greatest benefit from tactical
marches. The security require¬
ments usually dictate a slower
rate of march and, therefore,
reduce the physical conditioning
value for other types of units
which would seldom move in combat
with the expectation of early
ground contact with the enemy.
Two key points should be remem¬
bered regarding tactical marches
in a training program.
a. Security. Although security
requirements often slow the rate
of march, it is a valid and
important training objective for
infantry units to work toward
reducing march times while still
practicing sound tactical secu¬
rity. March standing operating
procedures, good land navigation
skills, and simple but complete
march orders contribute as much
to this goal as physical condi¬
tioning. The idea that proceed¬
ing slowly enhances security is
seldom true. Keeping the enemy
off balance by rapid movement
frequently is the best guarantee
of security.
b. Training. In peacetime
training, it is critical that
support personnel who normally
are located with infantry units
in combat, participate completely
with infantry units in forced
march training. Not only mu^t
they not slow the infantry ‘rate
of march because of inferior
conditioning, but they must be
thoroughly familiar with the
infantry unit's standing operat¬
ing procedure for security on the
march. Personnel from within the
ground combat element such as
artillery forward observer teams
and combat engineer units, can be
easily identified for this train¬
ing and should be habitually
associated with the same infantry
units. Personnel from other
elements, such as low-altitude
air defense teams and radio
battalion detachments, are more
3-13
difficult to identify and earmark
for support of the same infantry
unit. Their normal mode of
employment is in vehicles and
their units frequently provide
general support vice direct
support. This does not, however,
lessen their requirement to be
prepared to provide support to
dismounted infantry over terrain
or in a tactical situation not
conducive to vehicles. Such
training needs to take place, and
planning and cooperation among
the elements of the MAGTF can
overcome the obstacles.
3107. ADMINISTRATIVE MARCHES
These marches • are movements of
Marines and equipment made when no
enemy interference is expected
except from aircraft or indirect
fire. During these marches, units
are administratively grouped for
ease of control and speed of move¬
ment. The term administrative
foot marches should not be taken
to imply that tactical considera¬
tions are disregarded. There are
simply less stringent security
measures used than when ground
contact with the enemy is a dis¬
tinct possibility. The normal
formation is the route column with
one file moving on either side of
the road and with negligible
security. Air sentries are used
and dispersion between individuals
and units is practiced. Although
roads usually provide the fastest
route, there may be reasons to
conduct these marches cross¬
country (particularly as part of
a training program). Administra¬
tive marches are the type of foot
marches most practical for train¬
ing programs for non-infantry
units. These marches may also
play a key role in the physical
conditioning program of infantry
units, because of the greater
speeds possible due to lessened
security requirements.
3108. FORCED MARCHES
A forced march is a march which
covers a greater distance than 32
kilometer (20 miles) in a 24-hour
period. Normally the extra
required distance should be
achieved by increasing the number
of hours marched in a day beyond
the norm (8 hours) rather than
increasing the rate of march
beyond the norm (4 kilometers per
hour/2.5 miles per hour). However,
there will be occasions when the
situation or mission demands an
increase in the rate of march.
a. Maximum Recommended
Distances. The maximum recom¬
mended distances for forced
marches are—56 kilometers (35
miles) in 24 hours; 96 kilometers
(60 miles)
in 48
hours;
or
128
kilometers
hours.
(80
miles)
in
72
b. Sample
Time
Breakdown.
A
sample time breakdown
for
a
forced march of 52 kilometers,
beginning at first light is as
follows:
PHASES
HOURS
FIRST: 20 km at 4 km/h (daylight on roads)
5
Noon meal and rest period
2
SECOND: 20 km at 4 km/h (daylight on roads)
5
Supper meal and rest period
6
THIRD: 12 km at 3.2 km/h (night on roads)
3.8
TOTAL
21.8
3109. NIGHT MARCHES
Night inarches are characterized by
closed formations, more difficult
control and reconnaissance, and a
slower rate of march than day
marches.
a. Control. Control is
increased by reducing the dis-
tance between individuals and
units, and by using connecting
files to maintain contact
between platoons and companies.
Connecting files are normally
constituted from personnel from
the rear most march unit.
b. Safety on Roads. Because of
' reduced visibility, night marches
on roads used by vehicles require
attention to safety procedures to
prevent accidents. Commanders
should not think these safety
measures apply only to peacetime
training. In combat, nearly all
vehicles operate with blackout
lights at night, making visibil¬
ity even more difficult than in
garrison driving. If consistent
with the tactical situation, the
following measures can reduce the
possibility of marchers being
struck by vehicles:
(1) Use off-road trails and
routes as much as possible.
(2) Guards to the front and
rear of march units should be
marked with strips of luminous
tape and carry red-filtered
flashlights. These measures
are generally consistent
with light discipline, while
still affording reasonable
warning to approaching
drivers.
3-15
Section II. Conditioning Drills (One, Two, and Three)
3201. GENERAL
a. Description and Objective.
Conditioning drills are calis-
thenic exercises. Each drill
contains seven exercises orga¬
nized and numbered in a set
pattern. Each drill takes 15
minutes to complete. The objec¬
tive of conditioning drills is to
exercise all major muscle areas
in order to develop strength,
endurance, coordination, and
flexibility.
b. Area and Equipment. Any
level area is satisfactory for
conduct of the drills. Drills One
and Two contain ground exercises.
If ground conditions are unsatis¬
factory, Drill Three should be
used as it contains no ground
positions. Usually, no equipment
is required; however, if the
group exceeds a platoon in size,
an instructor's stand is neces¬
sary.
c. Formation. The extended rec¬
tangular formation is used in
this drill. (See app. A.)
d. Starting Level and Progres¬
sion. The starting level is six
repetitions of each exercise. An
increase of one repetition for
each three periods of exercise in
which the drill is performed is
an acceptable rate of progres¬
sion. This rate is continued
until 12 repetitions can be
completed. To maintain, continue
the drill at 12 repetitions. To
progress, move to 6 repetitions
at a more difficult drill which
exercises the same muscle group.
Progression can also be gained by
moving from Drill One to Drill
Two, as Drill Two is more demand¬
ing.
e. Starting Positions. Starting
positions vary with the exercise
and are explained in each
exercise.
f. Leadership. A principal
instructor demonstrates and
leads the drills. The instructor
must be familiar with leadership
techniques peculiar to condition¬
ing drills to include the exer¬
cises, commands, counting
cadence, cumulative count, forma¬
tion, method of teaching the
exercises, and utilization of
assistant leaders.
g. Use With Other Programs.
Conditioning Drills One, Two, and
Three reach all major muscles of
the body. They are easy to learn
and to perform, and they are
simple to administer and super¬
vise. These features, coupled
with the short time required for
completion, the fact that no
equipment is necessary, and
adaptability to most areas of
execution, make these drills
possible ip any programs.
3202. CONDITIONING DRILL ONE
This conditioning drill is similar
to the calisthenics drill commonly
known throughout the Marine Corpg
as the "Daily Seven." The "Daily
Seven" may be used as a substitute
for Conditioning Drill One.
a. Exercise Is High Jumper
(1) Starting Position. Feet
separated shoulder width, knees
flexed, body bent forward at
the waist, arms aligned with
the trunk and hips, elbows
locked, palms facing, fingers
extended and joined, head and
eyes to the front. (See fig.
3-4, A.) (Elbows remain locked
throughout the exercise.)
I
A. HIGH JUMPER EXERCISE 1
STARTING 1
POSITION
B. BEND AND REACH EXERCISE 2
STARTING
POSITION
C. PUSHUP EXERCISE 3
STARTING
POSITION
D. TRUNK TWISTER EXERCISE 4
STARTING
POSITION
E. SQUAT BENDER EXERCISE 5
It |
STARTING
POSITION
F. BODY TWIST EXERCISE 6
STARTING
POSITION
f*
*7
G. STATIONARY RUN EXERCISE 7
STARTING
POSITION
Figure 3-4. Conditioning Drill One.
(2 ) Cadence . Moderate.
(3) Movement. A four-count
exercise: at the count of—
(a) ONE—Take a slight jump
into the air, swinging the
arms forward and up to
shoulder level.
(b) TWO—Take a slight jump
into the air and swing the
arms downward and back,
returning to the starting
position.
(c) THREE—Take a vigorous
leap into the air, swinging
the arms forward and up to
an overhead position, momen¬
tarily looking skyward, on
returning to the ground the
knees are flexed, head and
x eyes return to the front.
(d) FOUR—Repeat the action
of count two.
b. Exercise 2 s Bend and Reach
(1) Starting Position. Feet
spread more than shoulder
width, arms overhead, elbows
locked, palms facing, fingers
extended and joined, head and
eyes to the front. (See fig.
3-4, B.)
(2 ) Cadence . Moderate.
(3) Movement. A four-count
exercise: at the count of—
(a) ONE—Bend at the knees
and waist, swing the arms
straight downward and reach
between the legs. Touch the
ground as far to the rear as
possible and look to the
rear. (Elbows remain locked
throughout the exercise).
(b) TWO--Recover sharply to
the starting position.
(c) THREE—Repeat the action
of count ONE.
(d) FOUR—Repeat the action
of count TWO.
c. Exercise 3: Pushup
(1) Starting Position. Front
leaning rest position. To
assume this position there is
a silent one-two count: on
the silent count of one, assume
the squatting position, heels
together, elbows locked inside
the knees,, hands flat on the
ground directly beneath the
shoulders; on the silent count
of two, thrust the legs to the
rear, toes and heels together,
body straight from head to
heels. (See fig. 3-4, C.)
(2) Cadence. Moderate.
(3) Movement. A four-count
exercise: at the count of—
(a) ONE--Flex the elbows
lowering the body until the
thick portion of chest
touches the ground.
(b) TWO—Raise the body until
elbows are straight and
locked.
(c) THREE—Repeat the action
of count ONE.
(d) FOUR—Repeat the action
of count TWO. (On returning
to position of attention, the
silent one-two count is used
in reverse).
d. Exercise 4: Trunk Twister
(1) Starting Position. Feet
are spread more than shoulder
3-18
width apart, fingers placed
behind neck, thumbs pointing
downward, elbows back. {See
fig. 3-4, D. ) (Elbows remain
well back throughout the
exercise).
(2) Cadence. Slow.
(3) Movement. A four-count
exercise: at the count of—
(a) ONE--Keeping the knees
locked and the back straight,
bend forward at the waist
sharply, with a slight
recovery.
(b) TWO—Twist the trunk to
the left vigorously at the
waist, keeping the elbow
back. The left elbow is
higher than the right.
(c) THREE—Twist vigorously
to the right, so the left
elbow comes under the right.
(d) FOUR—Straighten sharply
to the starting position.
NOTE: Do not attempt to touch the
elbows to the knees on counts two
and three.
e. Exercise 5: Squat Bender
(1) Starting Position. Feet are
spread less than shoulder width
apart, hands on hips, thumbs in
small of back, elbows back.
(See fig. 3-4, E.)
(2) Cadence. Moderate.
(3) Movement. A four-count
exercise: at the count of--
(a) ONE—Assume the squatting
position, maintain balance on
the balls of the feet, with
trunk erect thrust arms
forward to shoulder level,
elbows locked, palms down.
(b) TWO—Recover to starting
position. Elbows are well
back.
(c) THREE—Keeping the knees
locked, bend forward at the
waist, touching the ground
in front of the toes.
(d) FOUR—Vigorously recover
to the starting position.
f. Exercise 6: Body Twist
(1) Starting Position. On the
back, arms extended sideward on
the ground, palms down. The
legs are raised to a near ver¬
tical position, feet together,
knees locked. (See fig. 3-4,
F.)
(2) Cadence. Slow-fast.
(3) Movement. A four-count
exercise: at the count of—
(a) ONE--Lower legs slowly
to the left until they touch
the ground near the left
hand, keeping the knees
straight and shoulders on
the ground.
v - *
(b) TWO—Recover the starting
position by quickly raising
the legs, keep knees straight
and feet together.
(c) THREE—Repeat movement of
count ONE, except the move¬
ment is to the right side.
(d) FOUR—Recover sharply to
the starting position.
g. Exercise 7: Stationary Run
(1) Starting Position. Position
of attention. (See fig, 3-4,
G.)
3-19
(2) Cadence. Fast.
(3) Movement.
(a) At the command of execu¬
tion, start running in place
at double-time cadence, lift¬
ing the left foot first time
cadence. Follow the instruc¬
tor as he counts two repeti¬
tions of cadence; e.g., 1, 2,
3 , 4 — 1 , 2 , 3 , 4 . The
instructor then gives infor¬
mal commands such as FOLLOW
ME, running on the toes and
balls of the feet, keeping
the back straight, speeding
up the cadence to a sprint,
raising the knees high, lean¬
ing forward at the waist, and
pumping the arms vigorously.
4 (b) To halt the exercise,
the instructor will count
two repetitions of cadence
as the left foot strikes the
ground: 1, 2, 3, 4—1, 2, 3,
HALT.
NOTE: When counting cadence, the
instructor counts only as the left
foot strikes the ground. The
duration of the exercise is
approximately 1 1/2 minutes.
3203. CONDITIONING DRILL TWO
a. Exercise 1: Jumping Jack
(1) Starting Position. Feet
separated more than shoulder
width, arms overhead. (See
fig. 3-5, A.)
(2) Cadence. Moderate.
(3) Movement. A four-count
exercise: at the count of—
(a) 0NE--Jump to position
with the feet together and
assume the squatting posi¬
tion, swinging the arms
sideward and downward, plac¬
ing the hands palms down on
the ground, elbows locked
inside the knees.
(b) TWO--Recover to the
starting position by jumping
to the side straddle and
swinging the arms sideward
overhead.
(c) THREE—Repeat the action
of count ONE.
(d) FOUR--Recover to the
starting position.
b. Exercise 2: Turn and Bend
(1) Starting Position. Side
straddle, arms overhead. (See
fig. 3-5, B.)
(2) Cadence. Moderate.
(3) Movement. A four-count
exercise: at the count of—
(a) ONE--Turn the trunk to
the left and bend forward
over the left thigh, attempt¬
ing to touch the fingertips
to the ground outside the
left foot. Keep the left 1
knee straight. On successive
repetitions attempt to touch
farther and farther to the
side.
(b) TWO--Recover to the
starting position.
(c) THREE—Turn the trunk to
the right and bend forward
over the right thigh, trying
to touch the hands to the
ground outside the right
foot. Keep the right knee
straight.
3-20
A. JUMPING JACK EXERCISE 1
STARTING
POSITION
^ A ^
1 2 3 4
B. TURN AND BEND EXERCISE 2
STARTING
POSITION
/fi A u\
1 2 3
C. EIGHT COUNT PUSHUP EXERCISE 3
STARTING
POSITION
D. TURN AND BOUNCE EXERCISE 4
3 4
7 8
0N A A A
1 *
E. SQUAT STRETCH EXERCISE S
STARTING
POSITION
F. LEG CIRCULAR EXERCISE 6
STARTING
POSITION
* fl >
2 3 4
4 <e
G. STATIONARY RUN EXERCISE 7
STARTING
POSITION
i P F
Figure 3-5. Conditioning Drill Two.
3-21
(d) FOUR - - Recover to the
starting position.
c. Exercise 3: Eight-Count
Pushup
(1) Starting Position. Position
of attention. (See fig. 3-5,
C.)
(2) Cadence. Moderate.
(3) Movement. An eight-count
exercise: at the count of—
(a) ONE—Assume the squatting
position, palms on the ground
directly beneath the shoul¬
ders, elbows locked inside
the knees.
(b) TWO—Thrust the legs to
the rear assuming the front
leaning rest position.
(c) THREE—Flex the elbows
until the thick portion of
the chest touches the ground.
(d) FOUR—Raise the body on a
straight plane until the
elbows are locked.
(e) FIVE—Repeat the action
of count THREE.
(f) SIX—Repeat the action of
count FOUR.
(g) SEVEN--Recover to the
squatting position as in
count ONE (elbows locked
inside the knees).
(h) EIGHT—Return sharply to
the position of attention.
d. Exercise 4: Turn and Bounce
(1) Starting Position. Feet
spread more than shoulder width
apart, arms sideward at
shoulder level, palms up. (See
fig. 3-5, D.)
(2) Cadence. Slow.
(3) Movement. An eight-count
exercise: at the count of—
(a) ONE—Turn sharply to the
left as far as possible, then
recover slightly.
(b) TWO--Again turn to the
left as far as possible and
recover as in ONE.
(c) THREE—Repeat the action
of count TWO.
(d) FOUR—Recover sharply to
the starting position.
(e) FIVE—Turn sharply to the
right as far as possible,
then recover slightly.
(f) SIX—Again turn to the
right as far as possible and
recover as in FIVE.
(g) SEVEN—Repeat the action
of count SIX.
(h) EIGHT -- Return to the
starting position. * *
NOTE: The head and hips remain to
the front throughout the exercise
and the knees and elbows are
locked at all times.
e. Exercise 5: Squat Stretch
(1) Starting Position. Atten¬
tion. (See fig. 3-5, E.)
(2) Cadence. Moderate.
(3) Movement. A four-count
exercise: at the count of—
3-22
(a) ONE--Squat, placing the
hands on the ground about 12
inches in front of the feet.
(b) TWO — Keeping the
fingertips on the ground,
straighten the knees com¬
pletely and raise the hips.
(c) THREE--Recover to posi¬
tion ONE.
(d) FOUR--Recover to the
starting position.
f. Exercise 6s Leg Circular
(1) Starting Position. On the
back, arms stretched sideward,
palms down, feet raised foot
from ground, knees straight.
(See fig 3-5, F.)
' (2) Cadence. Slow.
(3) Movement. A four-count
exercise: at the count of—
(a) ONE--Swing the legs as
far as possible to the left,
keeping the knees straight
and the legs together.
(b) TWO--Swing the extended
legs over head with the
thighs as close as possible
to the trunk.
(c) THREE—Swing the legs as
far as possible to the right.
(d) FOUR--Recover to the
starting position.
g. Exercise 7: Stationary Run
(1) Starting Position. Position
of attention. (See fig. 3-5,
G.)
(2) Cadence. Fast.
(3) Movement
(a) At the command of execu¬
tion, start running in place
at double-time cadence, lift¬
ing the left foot first.
Follow the instructor as he
counts two repetitions of
cadence; for example: 1, 2,
3, 4 — 1 , 2, 3, 4. The
instructor then gives infor¬
mal commands such as FOLLOW
ME. Running on the toes and
balls of the feet, keeping
the back straight, speeding
up the cadence to a sprint,
raising the knees high, lean¬
ing forward at the waist, and
pumping the arm vigorously.
(b) To halt the exercise, the
instructor will count two
repetitions of cadence as the
foot strikes the ground: 1,
2, 3, 4 — 1, 2, 3, HALT.
NOTE: When counting cadence, the
instructor counts only as the left
foot strikes the ground. The dura¬
tion of the exercise is approxi¬
mately 1 1/2 minutes.
3204. CONDITIONING DRILL THREE
a. Exercise 1: Side Straddle Hop
(1) Starting Position. Position
of attention. (See fig. 3-6,
A.)
(2) Cadence. Moderate.
(3) Movement, A four-count
exercise: at count of—
(a) ONE—Take a slight jump
into the air, moving the legs
sideward (more than shoulder
width apart); at the same
time, swing the arms overhead
(to an overhead position)
clapping the palms together.
3-23
A. SIDE STRADDLE HOP EXERCISE 1
A
STARTING 1*2 3
POSITION
B. BACK BENDER EXERCISE 2
POSITION
C. SQUAT THRUST EXERCISE 3
STARTING 1
POSITION
D. SIDE BENDER EXERCISE 4
E. KNEE BENDER EXERCISE 5
STARTING 12 3 4
POSITION
F. BUTTOMS-UP EXERCISE 6
STARTING 1 2
POSITION
G. STATIONARY RUN EXERCISE 7
STARTING 1
POSITION
ft
Figure 3-6
Conditioning Drill Three
(b) TWO—Take a slight jump
into the air, swing the arms
sideward and downward return¬
ing to the starting position.
(c) THREE—Repeat the action
of count ONE.
(d) FOUR--Repeat the action
of count TWO.
b. Exercise 2: Back Bender
(1) Starting Position. Stand¬
ing, feet 12 inches apart,
fingers placed behind the head.
(See fig. 3-6 , B.)
( 2 ) Cadence . Slow.
(3) Movement. A four-count
exercises at the count of—
(a) ONE--Bend the upper
trunk backward, raising the
chest high, pulling the
elbows back, and looking
upward. Keep the knees
straight.
(b) TWO--Recover to the
starting position.
(c) THREE—Repeat the action
of count ONE.
(d) FOUR--Recover to the
starting position.
c. Exercise 3: Squat Thrust
(1) Starting Position. Position
of attention. (See fig. 3-6,
C.)
(2) Cadence. Moderate.
(3) Movement. A four-count
exercise; at the count of—
(a) ONE—Assume the squatting
position; heels together,
placing ; the hands flat on the
ground, shoulder width apart,
elbows locked and inside the
knees.
(b) TWO—Thrust the legs to
the rear, assuming the front
leaning rest position, body
,in line from head to toe,
heels and toes together.
(c) THREE -- Return to the
squatting position as in
ONE.
(d) FOUR—Return to position
of attention.
d. Exercise 4: Side Bender
(1) Starting Position. Feet are
spread more than shoulder width
apart, arms are raised sideward
and overhead, thumbs inter¬
locked palms to front, fingers
extended and joined, elbows
locked. (See fig. 3-6, D.)
(2) Cadence. Slow.
(3) Movement. An eight-count
exercise: at the count of—
(a) ONE—Bend to left as far
as possible, then recover
slightly.
(b) TWO--Again bend to the*
left as far possible, then
recover slightly.
(c) THREE—Repeat the action
of count TWO.
(d) FOUR—Recover sharply to
the starting position.
(e) FIVE—Bend to the right
as far as possible, then
recover slightly.
(f) SIX--Again bend to the
right as far as possible,
then recover slightly.
3-25
(g) SEVEN--Repeat the action
of count SIX.
(h) EIGHT—Recover sharply to
the starting position.
NOTE* Keep the elbows and knees
locked throughout the exercise.
The bend should occur to the side
and not the front.
e. Exercise 5s Knee Bender
(1) Starting Position. Feet are
spread less than shoulder-width
apart, hands on hips, thumbs in
small of back, elbows back.
(See fig 3-6, E .)
(2) Cadence. Moderate.
(3) Movement. A four-count
exercise: on the count of—
, (a) ONE--Do a knee bend, lean
trunk forward at the waist,
thrust arms between legs
until the extended fingers
touch the ground palms to the
ground, hands 6 inches apart.
(b) TWO--Recover sharply to
the starting position.
(c) THREE--Repeat the action
of count ONE.
(d) FOUR--Repeat the action
of count TWO.
f. Exercise 6: Bottoms Up
(1) Starting Position. Front
leaning rest position. A silent
one-two count is used as in
the pushups. (See fig. 3-6, F.)
(2) Cadence. Moderate.
(3) Movement. A four-count
exercise: at the count of—
(a) ONE—With the weight on
the hands, and knees locked,
jump forward bringing the
feet as close to the hands as
possible; look to the rear.
(b) TWO—Keeping the knees
locked, thrust the legs back¬
ward assuming the front lean¬
ing rest position.
(c) THREE—Repeat the action
of count ONE.
(d) FOUR--Repeat the action
of count TWO.
g. Exercise 7s Stationary Run
(1) Starting Position. Position
of attention. (See fig. 3-6,
G.)
(2) Cadence. Fast.
(3) Movement
(a) At the command of execu¬
tion, start running in place
at double time, lifting the
left foot first. Follow the
instructor as he counts two
repetitions of cadence; for
example: 1, 2, 3, 4—1, 2, 3,
4. The instructor then gives
informal commands such as
FOLLOW ME, running on the
toes and balls of the
feet, keeping the back
straight, speeding up /the
cadence to a sprint, raising
the knees high, leaning
forward at the waist, and
pumping the arms vigorously.
(b) To halt the exercise, the
instructor will count two
repetitions of cadence as the
left foot strikes the ground:
1, 2, 3, 4—1, 2, 3, HALT.
NOTE: When counting cadence, the
instructor counts only as the left
foot strikes the ground. The
duration of the exercise is
approximately 1 1/2 minutes.
Section HI. Rifle and Log Drills
3301. RIFLE DRILL
a. Description and Objective.
Rifle exercises are conditioning
exercises performed with a rifle.
Each drill contains six exercises
(fig. 3-7) and they are numbered
in a set pattern. The drill takes
15 minutes to complete. The
objective of rifle drills is to
exercise the arms, shoulders, and
back muscles in order to develop
strength and endurance, particu¬
larly in the upper body. In
units without rifles, log drills
may be substituted.
b. Area and Equipment. Any
level area is satisfactory for
conducting this drill. Each
Marine completes these exercises
from a standing position and no
ground contact is required. Each
Marine will need a rifle and, if
the group exceeds a platoon in
size, then the instructor will
need an instructor's stand.
c. Formation. The extended rec¬
tangular formation is used in
this drill. (See app. A.)
d. Starting Positions. Starting
positions vary with the exercises
and are explained in each exer¬
cise. As in all set conditioning
drills, the command used to start
the ,exercise is STARTING POSI¬
TION, MOVE. The following direc¬
tions apply to rifle drill.
(1) In those exercises which
start from the rifle downward
position, on the command MOVE,
execute port arms as prescribed
in NAVMC 2691, Drill and Cere¬
monies Manual, and then assume
the starting position. The
command to return the men to
the position of attention at
the conclusion of the exercise
is POSITION OF ATTENTION, MOVE.
(2) In exercises which termi¬
nate in the rifle downward
position, on the command MOVE,
execute the position followed
by order arms as prescribed in
NAVMC 2691.
(3) In the exercises which
terminate in a position other
than the rifle downward posi¬
tion, Marines first assume the
rifle downward position before
executing port arms and order
arms.
(4) These movements are exe¬
cuted without command. This
procedure promotes uniformity,
but precision is not expected.
To be effective, rifle exer¬
cises must be strenuous enough
to tire the arms, but not to
the point where the arms cannot
move with precision.
e. Leadership. A principal
instructor demonstrates and leads
the drill. He must be familiar
with leadership techniques fop
conditioning exercises and ‘the
peculiar techniques for rifle
drill.
3302. EXERCISES PERFORMED WITH
RIFLES
The exercises of
outlined in the
graphs.
rifle drill are
following para-
a. Exercise 1:
Back
Foreup, Behind
(1) Starting Position. Rifle
downward, feet together. (See
fig. 3-7, A.)
3-27
A. FOREUP, BEHIND BACK EXERCISE 1
STARTING 1 2 3 4
POSITION
B. LUNGE SIDE, TURN AND BEND EXERCISE 2
POSITION
C. FOREUP, BACK BEND EXERCISE 3
POSITION
D. UP AND FORWARD EXERCISE 4
POSITION
E. FOREUP, FULL SQUAT EXERCISE 5
POSITION
F. ARMS FORWARD, SIDE BEND EXERCISE 6
11
STARTING
POSITION
Figure 3-7. Rifle Drill.
(2) Cadence. Slow.
(3) Movement. A four-count
exercise: at the count of—
(a) ONE--Swing the arms
forward and upward to the
overhead position. Inhale.
(i>) TWO--Lower the rifle to
the back of the shoulders.
Exhale.
(c) THREE--Recover to posi¬
tion ONE and inhale.
(d) FOUR--Recover to the
starting position and
exhale.
b. Exercise 2: Lunge Side, Turn
and Bend
(1) Starting Position. Rifle
downward, feet together. (See
fig. 3-7, B.)
(2) Cadence. Moderate.
(3) Movement. An eight-count
exercise: at the count of—
(a) ONE--Lunge sidewards to
the left, swing the rifle
forward and upward to the
overhead position.
(b) TW0--Turn the trunk to
the left and bend forward
over the left hip. At the
same time, swing the rifle to
a low horizontal in front of
the left ankle.
(c) THREE--Recover to posi¬
tion ONE.
(d) FOUR--Recover to the
starting position.
(e) FIVE, SIX, SEVEN, and
EIGHT--Repeat on the right
side.
3-28
c. Exercise 3: Foreup, Back Bend
(1) Starting Position. Rifle
downward, feet together. (See
fig. 3-7, C.)
(2) Cadence. Moderate.
(3) Movement. A four-count
exercise: at the count of—
(a) ONE--Swing the arms
forward and upward to the
overhead position.
(b) TWO--Bend backward,
emphasizing the bend in the
upper back. The face is up.
Keep the knees straight.
(c) THREE--Recover to posi¬
tion ONE.
(dj FOUR--Recover to the
starting position.
d. Exercise 4: Up and Forward
(1) Starting Position. Rifle
downward, feet together. (See
fig. 3-7, D.)
(2) Cadence. Fast.
(3) Movement. A four-count
exercise: at the count of—
(a) ONE--Swing the arms
forward and upward to the
overhead position.
(b) TWO--Swing the arms
forward to shoulder level.
(c) THREE — Recover to
position ONE.
(d) FOUR--Recover to the
starting position.
e. Exercise 5 s Foreup, Full
Squat
(1) Starting Position. Rifle
downward, feet in narrow
stance. (See fig. 3-7, E.)
(2) Cadence. Moderate.
(3) Movement. A four-count
exercise: at the count of—
(a) ONE--Swing the arms
forward and upward to the
overhead position.
(b) TWO—Swing the arms down
to shoulder level and assume
the squatting position.
(c) THREE--Recover to posi¬
tion ONE.
(d) FOUR--Recover to the
starting position.
f. Exercise 6: Arms Forward,
Side Bend
(1) Starting Position. Side-
straddle, regular stance, rifle
forward. (See fig. 3-7, F.)
(2) Cadence. Moderate.
(3) Movement. A four-count
exercise: at the count of-r *
(a) ONE--Bend the trunk to
the left. Keep the knees
straight.
(b) TWO--Recover to the
starting position.
(c) THREE—Bend the trunk to
the right. Keep the knees
straight.
(d) FOUR--Recover to the
starting position.
3-29
NOTE: Keep the rifle on the same
level as the shoulders throughout
the exercise.
3303. LOG DRILL
a. Description and Objective.
Log exercises are conditioning
exercises performed with a log.
Each drill contains six exercises
and they are numbered in a set
pattern. The drill takes 15 min¬
utes to complete. The objective
of log drills is to develop
strength and muscular endurance
and/ in this instance, under
maximum loads. Log exercises
also develop teamwork. Log
exercises may be used in lieu of
conditioning drills after the
Marines have become somewhat
conditioned.
b. Area and Equipment. Any level
area is satisfactory for conduct¬
ing this drill. Each Marine
completes these exercises from a
standing position and no ground
contact is required. If the group
exceeds a platoon in size, then
the instructor will need an
instructor's stand. Each six-
person group or eight-person
group will need a log. The logs
should be from 6 to 8 inches in
diameter. They may vary in length
from 14 feet (for 6 people) to 18
feet (for 8 people). The logs
should be skinned, smoother, and
dried. The 14-foot logs should
weigh approximately 300 pounds
and the 18-foot logs, approxi¬
mately 400 pounds. Rings should
be painted on the logs to indi¬
cate each person's position.
When not in use, the logs should
be stored on a rack to keep them
off the ground.
c. Formation. All the Marines
assigned to the same log team
should be about the same height
at the shoulders. The recommended
method of dividing the platoon is
to have the Marines form a single
file or column with short people
to the front and tall people to
the rear. Have the Marine assume
their positions in the column
according to shoulder height, not
head height. When they are in
position, they are given the
command COUNT OFF BY SIXES (OR
EIGHTS), COUNT OFF, to divide
them into six- or eight-person
log teams. Each team in turn, can
then proceed to the log rack,
shoulder a log, and carry it to
the designated exercise area.
The log teams form in columns in
front of the instructor. With the
Marines holding the log in the
chest position, have them face
the instructor and ground the log
at least 10 yards from him. There
should be 10 yards between
columns and 10 yards between log
teams within the columns.
d. Starting Positions. The
Marines fall in, facing the log,
with their toes about 4 inches
from it. The basic starting posi¬
tions and commands are as
follows: (See fig. 3-8.)
(1) RIGHT-HAND STARTING POSI¬
TION, MOVE. At the command
MOVE, move the left foot 12
inches to the left, and lower
the body into a flatfoot squat.
Keep the back straight, head
up, and arms between the legs.
Encircle the far side of the
log with the left hand. Place
the right hand underneath the
log. (See fig. 3-8, A.)
(2) LEFT-HAND STARTING POSI¬
TION, MOVE. These commands are
executed in the same manner as
in paragraph a. except that the
left hand is underneath the log
and the right hand encircles
3-30
its far side. (See fig. 3-8,
B.)
A. RIGHT HAND STARTING POSITION
B. LEFT HAND STARTING POSITION
C. RIGHT SHOULDER POSITION
D. LEFT SHOULDER POSITION
F. CHEST POSITION
Figure 3-8. Starting Positions.
(3) RIGHT, SHOULDER POSITION,
MOVE. At the command MOVE, pull
the log upward in one contin¬
uous motion to the right
shoulder. At the same time.
move the left foot to the rear
and stand up, facing left.
Balance the log on the right
shoulder with both hands. (See
fig. 3-8, C.) This movement
cannot be performed from the
left-hand starting position
because of the position of the
hands.
(4) LEFT SHOULDER POSITION,
MOVE. These commands should be
given from the left hand start¬
ing position. At the command
MOVE, pull the log upward in
one continuous motion, to the
left shoulder. At the same
time, move the right foot to
the rear and stand up facing
right. Balance the log on the
left shoulder with both hands.
(See fig. 3-8, D. ) This move¬
ment cannot be performed from
the right-hand starting posi¬
tion .
(5) WAIST POSITION, MOVE. From
the right hand starting posi¬
tion pull the log waist high.
Keep the arms straight and
fingers laced underneath the
log. The body is inclined
slightly to the rear and the
chest is lifted and arched.
(See fig. 3-8, E.)
*
(6) CHEST POSITION, MOVE. This
command should be given after
the waist position has been
assumed. On the command MOVE,
shift the log to a position
high on the chest, bring the
left arm under the log and hold
the log in the bend of the
arms. (See fig. 3-8, F.) Keep
the upper arms parallel to the
ground.
(7) To move the log from the
right shoulder to the left
shoulder, the command is: LEFT
SHOULDER POSITION, MOVE. On the
3-31
command MOVE, push the log
overhead and lower it to the
opposite shoulder.
(8) To return the log to the
ground from any of the above
positions, the command is:
STARTING POSITION, MOVE. At the
command MOVE, slowly lower the
log to the ground. The hands
and fingers must be kept from
under the log.
e. Leadership. A principal
instructor demonstrates and leads
the drill. He must be familiar
with the leadership techniques
for conditioning exercises and
the peculiar techniques for log
drill.
3304. EXERCISE PERFORMED WITH
, LOGS
The exercises of log drill are
outlined in the following para¬
graphs . Figure 3-9 graphically
explains log drill.
a. Exercise 1: Two-Arm Pushup
(1) Starting Position. Right or
left shoulder position. Regular
stance. (See fig.3-9, A.)
(2) Cadence. Moderate.
(3) Movement. A four-count
exercise: at the count of—
(a) ONE—Push the log over¬
head until the elbows lock.
(b) TWO—Lower the log to the
opposite shoulder.
(c) THREE—Repeat the action
of count ONE.
(d) FOUR--Recover to the
starting position.
b. Exercise 2: Forward Bender
(1) Starting Position. Chest
position. Regular stance. (See
fig. 3-9, B.)
(2) Cadence. Moderate.
(3) Movement. A four-count
exercise: at the count of—
(a) ONE—Bend forward at the
waist, keeping the back and
legs straight.
(b) TWO--Recover to the
starting position.
(c) THREE—Repeat the action
of count ONE.
(d) FOUR--Recover to the
starting position.
c. Exercise 3: Straddle Jump
(1) Starting Position. Right or
left shoulder position, feet
together, fingers interlaced on
top of the log. (See fig. 3-9,
C.)
(2) Cadence. Moderate.
(3) Movement. A four-cour\t
exercise: at the count of—‘
(a) 0NE--Jump to a side-
straddle. Pull down on the
log with both hands to keep
it from bouncing on the
shoulder.
(b) TWO--Recover to the
starting position.
(c) THREE—Repeat the action
of count ONE.
(d) FOUR--Recover to the
starting position.
3-32
A. TWO-ARM PUSHUP EXERCISE 1
START
B. FORWARD BENDER EXERCISE 2
i START
C. STRADDLE JUMP EXERCISE 3
START
D. SIDE BENDER EXERCISE 4
START
E. DEEP KNEE BEND EXERCISE 5
START
F. OVERHEAD TOSS EXERCISE 6
d. Exercise 4: Side Bender
(1) Starting Position. Right
shoulder position, feet regular
stance. (See fig. 3-9, D.)
(2) Cadence. Moderate.
(3) Movement. A four-count
exercises at the count of—
(a) ONE--Bend sideward to
the left as far as possible,
bending the left knee.
(b) TWO--Recover to the
starting position.
(c) THREE—Repeat the action
of count ONE.
(d) ’ FOUR--Recover to the
, starting position.
(4) After completing the
required number of repetitions,
change shoulders and execute an
equal number of repetitions to
the other side.
e. Exercise 5s Knee Bend
(1) Starting Position. Right or
left shoulder position. Narrow
stance. Fingers interlocked on
top of the log. (See fig. 3-9,
E.)
(2) Cadence. Slow.
(3) Movement. A four-count
exercise; at the count of—
(a) ONE—Flex the knees to a
quarter-squat position.
(c) THREE—Lower the body
to a three-quarter squat
position. (Lean slightly for¬
ward .)
(d) FOUR--Recover to the
starting position.
NOTE: Pull forward and downward on
the log throughout the exercise.
f. Exercise 6: Overhead Toss
(1) Starting Position. Right
or left shoulder position,
regular stance. The knees are
bent to a quarter-squat. (See
fig. 3-9, F.)
(2) Cadence. Moderate.
(3) Movement. A four-count
exercise: at the count of—
(a) ONE—Straighten the knees
and toss the log into the air
approximately 12 inches over¬
head. Catch the log with both
hands and lower it toward the
opposite shoulder. As the log
is caught, lower the body
into a quarter-squat.
(b) TWO--Again toss the log
into the air and when caught,
return it to the original*
shoulder.
(c) THREE—Repeat the action
of count ONE.
(d) FOUR--Recover to the
starting position.
(b) TWO-—Flex the knees to a
half-squat position.
3-34
Section IV. Grass Drills
3401. GENERAL
a. Description and Objective.
Grass drills are extremely
strenuous exercises and are
performed at top speed for only
short periods of time. No cadence
is counted but the Marines con¬
tinue to execute the multiple
repetitions of the command until
the next command is given. The
grass drill consists of two
drills; Drill One and Drill Two.
Each drill contains six exer¬
cises. The objective of the
drills is to decrease reaction
time, to develop cardiovascular
endurance, and to provide a vig¬
orous workout for all major
muscles.
b. Area and Equipment. Any level
area suitable for ground contact
and of a size to accommodate the
group is adequate. No equipment
is needed.
c. Formation . All movements are
executed in place. The extended,
rectangular formation is recom¬
mended for a platoon- or company-
size unit. The circle formation
is suitable for groups of squad
or section size. At the beginning
of an exercise program, 2 to 3
minutes of grass drills will
insure a good workout.
d. Progression. Progression is
gained by gradually increasing
the length of time devoted to the
drills. As the physical condition
of the Marines improves, the
periods should be gradually
lengthened to 5 minutes. As the
second drill is more difficult
than the first, some progression
can be attained by initially
executing Drill One; then as the
program and the Marines progress,
introduce Drill Two. To extend
the duration of the drill, it may
be necessary to repeat the drill.
e. Starting Position
(1) The drills are started from
the GO position. Other basic
positions are FRONT, BACK, and
STOP. (See fig. 3-10, A.)
(a) GO. Running in place (top
speed): on the toes and .balls
of feet, knees raised high,
arms pumping, body bent for¬
ward at.waist.
(b) FRONT. Prone position:
elbows bent (along body),
palms flat on ground direct¬
ly under the shoulders, legs
together and straight.
(c) BACK. Supine position
(flat on back): arms extended
near side on ground with
palms down, legs together and
straight, feet toward the
stand or instructor.
t
(d) STOP. Football lineman
stance: feet spread and stag¬
gered, left arm across left
thigh, right arm straight,
knuckles on ground, head up,
back parallel with ground.
(2) To assume the FRONT or BACK
position from the STANDING, GO,
or STOP position, vigorously
get into the prescribed posi¬
tion as quickly as possible.
(See fig. 3-10, B.)
(3) To change from the FRONT to
the BACK position, quickly do a
3-35
pushup, move the feet several
short steps to the right or
left, lift the arm on the side
toward which the feet move, and
thrust the legs vigorously to
the front. (See fig. 3-10, C.)
A. FOUR BASIC POSITIONS
GO FRONT BACK STOP
B. ASSUMING FRONT AND BACK POSITIONS
Figure 3-10. Basic Positions for
Grass Drill.
(4) To move from the BACK to
the FRONT position, sit up
quickly, place both hands on
the ground to the right or the
left of the legs. Move the feet
several short steps to the rear
on the side opposite the hands.
When the feet are opposite the
hands, thrust the legs vigor¬
ously to the rear and lower the
body to the ground. (See fig.
3-10, D.)
f. Leadership. A warm up activ¬
ity of lesser intensity should
proceed grass drill. During the
instructional phase and conduct
of these drills, the following
points should be applied.
(1) The instructor executes
only GO and STOP with the
Marines . This allows the
instructor to supervise the
drill.
(2) The commands for grass
drills are given in rapid
succession without the usual
preparatory command.
(3) To prevent confusion, the
instructor should give the
commands sharply to distinguish
them from comments or encour¬
agement .
(4) As soon as the Marines know
the drill, they should respond
to the instructor's commands
and perform all exercises vig¬
orously and as rapidly as pos¬
sible. All exercises are
executed continuously until the
next command is given. Insist
on top speed performance; any¬
thing less is not effective.
(5) The commands peculiat to
each exercise are identical to
the name of the exercise.
(6) Marines are not to be
required to assume the position
of attention once the drills
are started. To halt the drill
for instructions or for rest,
the command UP is used. At
this command, the Marines
assume a relaxed standing posi¬
tion. Do not demand formality.
At the conclusion of a fast and
vigorous 5-minute grass drill,
it is physically impossible for
people to stand at attention.
C. CHANGING FROM FRONT TO BACK
fyh-
D. CHANGING FROM BACK TO FRONT
PW rfX
3-36
(7) The sequence of commands
for the execution of grass
drills should occur as follows:
Drill One. GO, FRONT, Bouncing
Ball; GO, BACK, Bicycle; GO,
Full Squatter; GO, BACK,
Situps; GO, FRONT, Mountain
Climber; GO, FRONT, Roll Left;
GO, STOP, UP.
g. Use With Other Programs.
Since grass drills can be exe¬
cuted in a short period of time,
they may be executed where only a
few minutes are available for
exercise or in conjunction with
another type of activity. Grass
drills are an excellent substi¬
tute for running when time is a
factor.
3402. GRASS DRILL ONE AND TWO
a. Grass Drill One
(1) Bouncing Ball. From the
FRONT position, push up, sup¬
porting the body on the hands
(shoulder-width apart) and
feet. (See fig. 3-11.) Keep
the back and legs in line and
the knees straight. Bounce up
and down by a series of short,
upward springs from the hands,
hips, and feet simultaneously,
(2) Bicycle. From the BACK
position, raise the legs and
hips. Keep the elbows on the
ground and support the hips
with the hands. Move the legs
vigorously as if pedaling a
bicycle.
(3) Full Squatter. From the
STOP position, assume a full
knee bend, the feet on line,
hands on hips. Bounce up and
down in place by short, bounc¬
ing jumps.
A. BOUNCING BALL B. BICYCLE C. FULL SQUATTER
E. MOUNTAIN CLIMBER
r —“ 1 *
F. ROLL LEFT
Figure 3-11. Grass Drill One.
(4) Situps. From the BACK posi¬
tion and with arms stretched
overhead, sit up, reach for¬
ward, and touch toes. Return
to the supine position.
(5) Mountain Climber. From the
STOP position, place both hands
on the ground directly under
the shoulders. Thrust the right
leg to the rear, knee straight.
The left foot should be close
to the left hand, the left kn^e
outside the left arm. Shift* the
weight to the hands, thrust off
with the rear (right) foot and
bring that foot up close to the
right hand, the right knee out¬
side the right arm. At the same
time, thrust the left leg vig¬
orously to the rear, knee
straight. Continue at a fast
cadence, alternating the legs.
(6) Roll Left. From the BACK
or FRONT position, make one
complete roll in the direction
commanded. On completing the
roll, return to the FRONT or
BACK position.
3-37
b. Grass Drill Two
(1) Legs Over. From the BACK
position and with arms
stretched overhead, palms up,
raise the legs upward and then
swing them backward over the
head until the toes touch the
ground behind the head. Return
legs to the starting position.
(See fig. 3-12.)
(2) V-Up and Touch. Toes. From
the BACK position, raise the
legs with the knees straight,
sit up until the trunk and legs
form a V, and touch the toes
with the hands. Return to the
BACK position.
(3) Rocker. In the FRONT posi¬
tion,' clasp the hands behind
n the back, arch the body,
holding the head back. Start
rocking, using the front part
of the trunk as a rocker.
(4) Bounce and Clap Hands. The
procedure is the same as for
bouncing ball, but while in
the air, clap the hands. This
reguires a more vigorous bounce
or spring. (See fig. 3-12.)
(5) Leg Spreader. From the BACK
position, raise the legs so
that the heels are 10 to 12
inches from the ground, spread
them apart as far as possible,
then close them together. Open
and close legs as rapidly as
possible.
(6) Forward Roll. For
forward roll from the STOP
position, place both hands
on the ground, tuck the
head, and do one complete
forward roll, keeping the
legs tucked as you roll,
and come back to the STOP
position.
B. V UP AND TOUCH TOES
C. ROCKER D. BOUNCE AND CLAP HANDS
SIDE VIEW TOP VIEW
F. FORWARD ROLL , *
<41 fa
Figure 3-12. Grass Drill Two.
3-38
Section V. Guerrilla Exercises
3501. GENERAL
a. Description and Objective.
Guerrilla exercises are indivi¬
dual exercises of various basic
skills that are performed rapidly
while moving forward in a circle
formation. There are two tables
of guerrilla exercises. Each
table takes 15 minutes to com¬
plete. The objective of this
exercise is to increase strength
and endurance, aid flexibility,
and develop coordination.
b. Area and Equipment. Any
level area is suitable for
conducting guerrilla exercises.
No ground contact is required
other than, the hands. There is
' no equipment requirement.
c. Formation
(1) The circle formation (app.
A) is used for guerrilla exer¬
cises. Each platoon forms its
own circle and engages in
guerrilla exercises under a
platoon instructor. If the
platoon exceeds 30 Marines,
double or concentric circles
may be used.
(2) When the circle is formed,
the instructor steps into the
center of the circle and moves
clockwise in a small circle.
He commands: QUICK TIME, MARCH,
1_2-3-4 . (Rapid cadence of
approximately 130 counts per
minute. Cadence and step are
maintained between exercises.)
(3) To reform the platoon after
completing guerrilla exercises,
the instructor halts the
Marines and places the base
man or platoon guide where he
wishes and commands:
(a) BASE MAN (or platoon
guide), POST.
(b) FALL OUT AND FALL IN ON
THE BASE MAN (or platoon
guide).
d. Progression. Progression may
be attained by moving from table
I to table II or by shortening
the quick time marching periods
between exercises and performing
all exercises a second time.
e. Leadership
(1) To execute the exercises,
the Marines continue at quick
time while the instructor
simultaneously explains and
demonstrates the exercise to be
performed, and then commands
the Marines accordingly. In
each instance, the preparatory
command will be the name of the
exercise and, in all instances,
the command of execution will
be MARCH. To terminate each
exercise, the command is QUICK
TIME, MARCH. The Marines imme¬
diately pick up the step as the
instructor counts cadence'.
(2) Unless specified different¬
ly, each exercise should be
continued for 20 to 40 seconds
depending upon the vigor of the
exercise. The leader can deter¬
mine the duration of each exer¬
cise by observing its effect
upon the Marines.
(3) To form for double guerril¬
las, the commands for pairing
the Marines (who are in circle
formation) are—
3-39
(a) PLATOON, HALT.
(b) FROM (designate an indi¬
vidual), BY TWO'S, COUNT
OFF. (Example 1-2? 1-2? 1-2?
etc. )
(c) EVEN NUMBERS MOVE UP
BEHIND ODD NUMBERS. (At this
time, adjust pairs according
to height and weight.)
(d) YOU ARE NOW PAIRED UP FOR
DOUBLE GUERRILLAS. (To
change the Marine's position,
merely command CHANGE.)
(e) FORWARD, MARCH.
f. Place in the Program. Many
Marines have not had the oppor¬
tunity to perform the simple
skills involved in guerrilla
exercises. The conduct of these
exercises is a simple matter
since they can be performed eas¬
ily and quickly in almost any
situation. The tables of exercise
are applicable to all personnel.
The tables can constitute a sta¬
tion within a 1-hour period or
be completed within a separate
15-minute period.
3502. GUERRILLA TABLES
a. Table I
(1) Double Time. (See fig. 3-
13, A.) Hold arms in the
thrust position. Execute a
double-time run, maintaining
the circle formation and the
prescribed distance between
your fellow Marines. Dura¬
tion--! minute.
(2) All Fours. (See fig. 3-13,
B. ) Face downward. Support the
body with the hands and feet.
Walk forward hands first.
(3) Crab Walk. (See fig. 3-13,
C. ) Get in the sitting posi¬
tion, face upward, and lift the
hips. Support the body with
the hands and feet. Walk
forward feet first.
(4) Squat Walk. (See fig. 3-13,
D. ) Assume a full knee bend
position. Grasp the ankles
(left ankle with the left hand,
right ankle with the right
hand). Walk forward.
(5) Broad Jump. (See fig. 3-
13, E.) Jump forward on both
feet in a series of broad
jumps. Swing the arms vigorous¬
ly to assist the jumps.
(6) Toe-Touch Walk. (See fig.
3-13. F.) Walk forward, bending
A. DOUBLE TIME
C. CRAB WALK
f
E. BROAD JUMP
G. BOTTOMS-UP WALK
Jf
I. FIREMAN’S CARRY
B. ALL FOURS
D. SQUAT WALK
f ^
F. TOE-TOUCH WAJLK
H. STRADDLE RUN
J. SINGLE-SHOULDER CARRY
w n
Figure 3-13. Guerrilla Table I.
3-40
at the waist and touching one
hand to the toe of the
opposite foot while it is on
the ground. Raise the trunk to
the vertical position between
steps. Keep the knees
straight.
(7) Bottoms-Up Walk. (See fig.
3-13/ G.) Assume the front
leaning rest position and move
the feet toward the hands in
short steps, keeping the knees
locked. When the feet are as
close to the hands as possible,
walk forward on the hands to
the front leaning rest posi¬
tion.
(8) Straddle Run. (See fig. 3-
13, H.) Run forward, leaping to
the right from the left foot
„ and to the left from the right
foot.
(9) Fireman's Carry. (See fig.
3-13, I.)
(10) Single-Shoulder Carry.
(See fig. 3-13, J. ) Two men
execute the carries as
indicated by the diagram. No. 1
man executes one type; No. 2
man executes the other.
b. Table II
(1) Double Time. (See fig. 3-
14, A. ) Hold arms at the
thrust position. Execute a
double-time run, maintaining
the circle formation and the
prescribed distance between
your fellow Marine. Duration—1
minute.
(2) Toe-Grasp Walk. (See fig.
3-14, B.') Bend forward and
grasp toes. With knees slightly
bent, walk forward.
(3) Hand-Kick Walk. (See fig.
3-14, C.) Walk forward, kicking
the moving foot upward on every
step. At the same time, lean
forward and touch the elevated
toe with the hand of the oppo¬
site arm.
(4) Pike Jumping. (See fig. 3-
14, D.) Jump forward and upward
from both feet, keeping the
knees straight, and at the same
time, swing the legs forward
and touch the toes with the
hands at -the top of each jump.
(5) Squat Jump. (See fig. 3-14,
E. j Leap forward from the
squatting position, with the
hands on the ground and the
arms between the legs. Land on
the ground with hands and legs
extended. Bring up the legs to
the squatting position.
(6) Steam Engine. (See fig. 3-
14, F.) Lace the fingers behind
the neck and walk forward in
the following manner: as the
left leg moves forward, raise
the knee high, bend the trunk
forward, and touch the outside
of the right elbow to the out¬
side of the knee. Then lower
the left leg and step forward
on the left foot and raise > thte
right leg. Repeat with the
right leg and left elbow.
(7) Knee-Touch Walk. (See fig.
3-14, G.) Walk forward, bending
the knees and touching the
ground on each step. The
knees are bent and straightened
on each step.
(8) Hobble Hopping. (See fig.
3-14, H.) Hold foot behind back
with opposite hand and hop for¬
ward . On the command CHARGE,
3-41
grasp the opposite foot with
opposite hand and hop forward.
(9) Cross Carry. (See fig. 3-
14, I.)
(10) Saddle Back Carry. (See
fig. 3-14, J.) Two Marines
execute the carries as
indicated in the diagram. No. 1
Marine executes one type; No.
2 Marine executes the other.
A. DOUBLE TIME B. TOE-GRASP WALK
C. HAND-KICK WALK D. PIKE JUMPING
E. SQUAT JUMP F. STEAM ENGINE
T/t kfir
G. KNEE-TOUCH WALK H. HOBBLE HOPPING
Figure 3—14. Guerrilla Table II.
3-42
Section VI. Running and Orienteering
3601. RUNNING
a. General
(1) Description. The general
form and technique for all
types of running are fairly
constant. (See fig. 3-15.)
The head is erect, body
slightly forward without
bending at the waist, and the
arms are at a loose thrust
position alternating from front
to rear in straight planes. A
cross-body arm movement wastes
energy. The movement of the
legs and feet will be discussed
in subsequent paragraphs
dealing with the different
types of running. Of primary
importance is the fact that in
all types of running, the toes
should be pointed straight
ahead. Toeing out is a common
error in both running and
walking and should be an item
of individual correction.
Cardiovascular endurance (wind)
depends on the efficiency of
the lungs and heart. The
efficiency of the lungs and
heart depend on the amount of
oxygen the lungs can absorb
with each breath inhaled and
the amount of carbon dioxide
the lungs can expel. The
process of absorbing oxygen and
expelling carbon dioxide
(cardiopulmonary process) is
performed by the blood that
circulates through the lungs.
The condition of this process
will determine the amount of
effort a person can exert over
a period of time. Running is
one of the best activities to
develop this vitally important
endurance.
b. Running Skills. In the
development of running skills,
individuals may require
instruction to improve their
proficiency. Some important
skills to consider are—
Figure 3-15. Proper Running Form.
(2) Objective. The objective
of running is to develop car¬
diovascular endurance. Despite
the fact that Marines have
developed their muscle struc¬
ture and the strength of their
muscle tissue, unless they have
developed cardiovascular en¬
durance to a satisfactory
degree, they are not entirely
physically fit or combat ready.
(1) Action of the Arms. Arm
action is important. Check to
see that arms are held loosely
and that the action is relaxed.
The faster the run, the more
rapid the arm action.
(2) Breathing. Allow the indi¬
vidual to breathe through the
mouth as the body demands a
large supply of oxygen. Oxygen
3-43
can be inhaled in greater
quantities through the mouth.
3602. TYPES OF RUNNING
a. Double Time
(1) Description and Objective.
Double timing is marching at
the rate of 180 steps per
minute, each step being 36
inches in length. It takes
practice to double time with
precision in formation. The
Marines should keep in step,
placing their feet flat on the
ground. This, however, should
not be a stamping motion, but
should be done with as slight a
jolt as possible. Double timing
is like a jog, the difference
being that in a jog the feet
are lifted well off the ground
and bhe running motion is
bouncy. In double timing, the
feet skim the ground and there
is no bounce to the run.
Double timing is a vehicle for
teaching proper running form
and for the development of the
cardiovascular system.
(2) Area and Equipment. This
type of running can be com¬
pleted over a variety of
surfaces. Usually a Marine
uses a field or road. There is
no equipment requirement.
(3) Progression. There is no
set standard for alternating
quick time and double time in
the early conditioning of
Marines. A general rule is to
begin with enough quick-time
marching to ensure a thorough
warming up, then double time
about 100 paces. Change
again to quick time until the
individuals have made a
reasonable recovery from the
running, then double time
another 100 paces. The amount
of double time can be increased
and the quick time decreased
from week to week, until the
individuals are double timing
about 1800 yards. This type of
training should be given at
least twice a week, but by no
means is it adequate as the
sole means of conditioning.
(4) Leadership
(a) The instructor should be
to one side of the column or
group and toward the rear so
there is a full view of all
Marines . inexperienced
instructors have a tendency
to supervise from a position
too far forward.
(b) Select an individual who
can maintain the proper
cadence to act as the guide
during double-time running.
(c) There are several ways
for the instructor and group
to count cadence while double
timing. If not contrary to
local policy, learn several
methods and use them for
variety.
b. Wind Sprints
(1) Description and Objective.
This type of running involves a
series of 30- or 4 0-yiarci
dashes, usually conducted in
successive waves of squads.
Each squad is in line and the
squad leader on the right
flank. Wind sprints assist in
developing speed and cardio¬
vascular endurance. Any flat
and level area may be used
which will permit the squad to
form a line and run the
required distance.
(2) Progression. One or two
30-yard sprints will be
adequate at the beginning. As
time passes, sprints can be
lengthened and up to six or
seven sprints may be used.
(3) Leadership
(a) At the command READY
(given by squad leader),
each runner assumes the
sprinter's starting position.
At the command GO, the squad
sprints approximately 30
yards, takes 10 yards to
stop, and lines up immedi¬
ately with the squad leader
who repeats, READY, GO, and
again the squad sprints. At
the conclusion of the third
sprint, the squad waits until
all the squads of the platoon
have made three sprints. Then
they all line up and the
squad leaders conduct three
more wind sprints in the
opposite direction.
(b) Valuable time is gained
by having each squad ready to
go when the preceding squad
has moved off its second
sprint mark.
. Cross-Country Running
(1) Description and Objective.
Cross-country running is a
distance run conducted on a
course laid out along roads,
across fields, over hills,
through woods, and on any
irregular ground. The
cross-country run may be
utilized as a conditioner or
as a competitive event; the
objective is to cover the
distance in the shortest
possible time. The course
should be 2 to 2.5 miles in
length and be laid out to
avoid heavy vehicular traffic.
The course should be marked by
directional arrows until the
runners know the course. These
runs build leg muscles,
increase lung capacity, and
develop endurance. Any local
area of varied terrain is
suitable.
(2) Progression. In the mass
training of a large group,
leaders should be stationed at
the head and the rear of the
column and should make every
effort to keep the individuals
together. After determining
the abilities of the indivi¬
duals in cross-country running,
it is advisable to divide the
unit into three groups. The
poorest conditioned group
starts first, and the best
conditioned group, last. The
starting time of the groups
should be staggered so that all
of them finish about the same
time. In preliminary training,
the running is similar to
ordinary road work in that it
begins with rather slow
jogging, alternating with
walking. The speed and distance
of the run is gradually in¬
creased. As the condition of
the individual improves, occa¬
sional sprints may be intro¬
duced. At first the distance
run is from 1/2 to 1 mile. It
is gradually increased to 2 or
2.5 miles. Well-conditioned
personnel can run 2 to 2.5
miles within a 15-minute
period. * ■
(3) Leadership. Marines should
not be required to take part in
distance running until they
have been through a progress¬
ively scheduled training
program which requires a con¬
siderable amount of running.
Cross-country runs should be
scheduled occasionally to
provide variety in the program.
Cross-country running has the
advantage of allowing mass
participation. Interest can be
stimulated by putting the runs
on a competitive basis. As a
3-45
single activity, short cross¬
country runs can be scheduled
once a week, gradually increas¬
ing the distance as the phys¬
ical conditioning improves.
(4) Use With Other Programs.
Cross-country running can be
combined with other activities
such as conditioning exercises.
d. Fartlek Training
(1) Description and Function.
Fartlek training is various
running exercises conducted
along an intense combat-like
course. The running is con¬
ducted to overwork the lungs,
allowing only partial recovery
which is followed by another
intense period of overload.
This sequence is repeated for
the duration of the workout.
i Fartlek training is a useful
combat training method and
general cardiovascular con¬
ditioner. The entire unit must
be in uniformly good to excel¬
lent condition to qualify for
this training.
(2) Progression. The follow¬
ing is an example of one
fartlek session:
(a) Warm up by stretching 3-5
minutes.
(b) Warm up running easily 5-
10 minutes.
(c) Run at a fast, steady
pace for 3/4 to 1 3/4 miles
(dependent on terrain).
(d) Walk/jog at a moderate
pace for 5 minutes (recov¬
ery) .
(e) Run easily sprinting 15
to 20 meters occasionally.
(f) Run full speed uphill for
175 to 200 meters.
(g) Warm down by running
easily for 1/2 to 1 mile.
(h) Warm down by stretching 3
to 5 minutes.
(3) Leadership. To add variety,
try incorporating combat move¬
ments, terrain association, a
series of exercises or carry¬
ing table of equipment weapons
(hit and roll) . This will take
some initiative in setting the
course, but it allows for
variety. In this manner, the
fartlek course can be used as a
training session or part of
one. It works extremely well
with highly motivated, competi¬
tive Marines.
3603. ORIENTEERING
Orienteering is land navigation
over a prescribed course as a
timed, competitive event. It is
an excellent way to integrate
land navigation training with
physical conditioning and requires
Marines to be skilled in both
areas. Commanders adjust , the
training as needed to change the
degree of difficulty or to empha¬
size either navigation or condi¬
tioning. Taken to the extreme,
an orienteering exercise is con¬
ducted in full combat gear over
rugged terrain against aggressors.
Orienteering requires the fol¬
lowing physical skills: endur¬
ance, speed, strength, and all-
around conditioning.
3-46
3701. GENERAL
a. Description and Objective. A
strength circuit consists of a
series of stations where indi¬
viduals in small groups exercise
vigorously for a short period of
time and then move (on signal) to
the next station where a differ¬
ent form of exercise is con¬
ducted. This rotation continues
until all groups move through all
stations. Strength circuits
contain no set or specific types
of exercise stations within the
circuit. The objective of
circuit training is to develop
strength. There are three
general types of circuits.
(1) Fixed Circuit. This is a
circuit in which apparatus of
an immovable type (fixed into
the ground) is used.
(2) Movable Circuit. This
circuit consists of individual
exercise apparatus which is
portable and can be moved to
and from the training area.
(3) Simplified Circuit. This
circuit requires no equipment
or apparatus.
b. Formation. The exercises
are done at will, but rapid,
steady, and continuous work is
required of all. Each Marine's
nervous and muscular system
reacts differently to timed
vigorous exercises. His
performance should be measured on
how many movements per exercise
he can complete as an individual.
For example, one Marine may be
able to complete 5 movements,
while another may be able to
complete 20, and yet each is
receiving the maximum benefit.
All three circuits contained in
this chapter are designed for
platoon-sized groups. Expansion
beyond this capacity requires a
large amount of equipment, as
each Marine in the fixed and
movable types of circuits must
have an item of equipment
available for exercise at each
station. A group larger than a
platoon could be exercised
through use of the simplified
type of circuit; however, the
group would be unwieldy and
control could be a problem.
c. Place in the Program. All
circuits illustrated can be
completed in a 15-minute period.
This feature allows the exercise
of a platoon or smaller group on
the circuit for a single
15-minute period, or the
scheduling of the circuit as a
15-minute period within a longer
period. A circuit can thus be
utilized within a rotating activ¬
ity system of scheduling. Choice
of a circuit by the unit depends
upon area, facilities, and other
local factors; however, there is
a circuit for every need.
3702. FIXED STRENGTH CIRCUIT
a. Description and Objective.
The strength circuit is an
arrangement of various types of
exercise apparatus which are
fixed in position. (See fig. 3-
16.) Seven basic exercises are
used and each exercise requires
an apparatus. All apparatus of
one type are positioned together
to constitute a station. Each
station will accommodate 10
3-47
1. PULLUPS/CHINUPS 2. TWIST GRIP 3. PULLEY WEIGHTS
NOTE: IF SUPPLEMENTARY STATIONS ARE USED THEY MAY
BE INSERTED BETWEEN THE PRIMARY STATIONS.
Figure 3-16. Fixed Strength Circuit.
Marines. The circuit is designed
to be accomplished in 15 minutes
when conducted on a time-rotation
basis, as normally executed for
unit training. For individual
use, a Marine may complete the
circuit by executing a specific
number of repetitions for each
exercise. In this case, the time
required for completion of the
circuit would vary slightly
depending on the number of repe¬
titions the Marine completed.
The objective of this circuit is
to provide a series of exercises
which will improve and maintain
the strength of the body's major
muscle groups.
b. Starting Level. Marines must
be thoroughly warmed up prior to
participating in the circuit
system. If Marines have not
engaged in vigorous exercise
immediately prior to starting the
circuit, then an instructor
should execute the following warm
up exercises. These exercises
should be conducted in the normal
formation for set drills. Seven
repetitions of each exercise will
normally provide sufficient
warmup. The exercises are--
%
(1) High jumper, Conditioning
Drill 1.
(2) Bend and reach. Condi¬
tioning Drill 1.
(3) Squat bender, Conditioning
Drill 1.
c. Progression. The instructor
can adjust the circuit system
through several methods to
accommodate participants of
varying physical ability. One
method of adjusting an exercise
is to change the method of
3-48
executing the leg lift or to
select a heavier weight for the
barbell curls. When it becomes
apparent during a unit program
that the overall fitness of the
group has improved, then the
exercise may be made more stren¬
uous in two additional ways.
First, the instructor can have
one or more of the supplementary
stations added. Second, the time
spent exercising at each station
can be increased in 5-second
increments to a maximum of 60
seconds. Also, as Marines learn
the circuit, the 45-second period
for movement and instruction
between stations can be elimi¬
nated, thus allowing only enough
time to change stations.
d. Starting Positions. The
Marine starts on any station,
exercises steadily for a certain
period (45 seconds initially),
then moves on command to the next
type of apparatus where he again
exercises steadily for an equal
period. The Marine continues
until the required exercise is
completed at each station. If
it is desired to expand the
number of stations in the circuit
to accommodate more participants
at one time, the instructor can
provide four additional supple¬
mentary exercises, requiring no
equipment. This will increase
the amount of time required to
complete the circuit.
e. Leadership. Close control of
all Marines is necessary to
ensure that a minimum amount of
time is spent in moving them to
their initial stations and in
moving them between stations.
One instructor can control the
activity on the strength circuit.
A stopwatch or wristwatch with a
second hand is required. When
Marines arrive at the strength
circuit, the instructor will form
them for exercise and conduct the
warm up drill. The group is then
reassembled and formed into a
number of files equal to the
number of stations being used in
the circuit. Each file is then
directed to a station. As soon
as all participants have reached
an exercise position at a
station, the instructor gives the
command READY, GO. After 45
seconds of exercise, the
instructor gives the command
STOP, CHANGE OVER. The
instructor allows Marines 45
seconds for moving to the next
station and for preparing for the
next exercise before the command
EXERCISE is again given. In lieu
of verbal commands, a whistle may
be used to stop and start the
exercises. For large groups, a
megaphone or loudspeaker is
useful.
f. Individual Conditioning
Program. For the Marine working
alone on the strength circuit, it
would be impractical to time the
exercise periods. For individual
exercise, the Marine should
select a number of repetitions of
each exercise to complete, then
rotate to the next stations after
completing these repetitions 1 , tfhe
number of repetitions selected
should be at or near the maximum
that the Marine is capable of
doing without halting for rest.
g. Fixed Circuit Stations
(1) Primary Stations. (See
fig. 3-16.)
(a) Pullups/Chinups. A hori¬
zontal bar placed 8 feet
above the ground is necessary
for each Marine at this
station. The Marine will
also need a space on the bar
3-49
that is 45 inches wide. On
the command EXERCISE, the
Marine grasps the bar with
both palms facing either
forward or to the rear, arms
fully extended, and feet free
of the ground and executes
the exercise as described in
MCO 6100.3_. The exercise is
repeated as many times as
possible until the command
STOP is given. Then the
Marine moves to the next
exercise. If a Marine has
done his maximum number of
pullups/chinups prior to the
command STOP, he will remain
in the "dead" handing
position until the command
STOP and move to the next
station.
(b) Twist Grip. The appa¬
ratus is a horizontal bar,
free to turn, held between
uprights placed 30 inches
apart. The bar is 52 inches
above the ground. A weight of
20 pounds is attached to the
center of the bar by a light
rope long enough to permit
the weight to rest on the
ground. The Marine stands at
arm's length from the bar
and grasps it with his hands
on either side of the rope,
palms down, thumbs under the
bar. On the command EXERCISE,
the hands are rotated so that
the backs of the hands are
rotated away from the body,
thus winding the rope on the
bar. The elbows are kept
straight to ensure that the
exercise is performed by the
hand and forearm. When the
weight is drawn up to the
bar, the bar is then rotated
in the opposite direction to
lower the weight to the
ground. This exercise is
continued until the command
STOP is given. The Marine
then moves to the next
station.
(c) Pulley Weights. The
apparatus is a T frame with
a system of pulleys that
suspends a weight of about 90
pounds . The weight is
attached to a light steel
cable which has a drawbar
attached to the other end.
The Marine grasps the drawbar
and sits down directly under
the bar, legs extended to the
front and arms extended
overhead. The exercise is
executed by pulling the
drawbar down behind the head,
then extending the arms
slowly again until they are
fully extended overhead. The
exercise is repeated as many
times as possible until the
command STOP is given. The
Marine then will move to the
next exercise. Upon comple¬
tion of the exercise, the
weight is lowered slowly to
the ground.
(d) Barbell Curls. A barbell
is necessary for each Marine
at this station. The barbell
is constructed of 1 1/4-inch
pipe 5 feet long, anti two
concrete-filled No. 10 cans.
Each barbell should weigh
about 40 pounds. Variance in
the weight of the barbells,
up to about 55 pounds, will
allow appropriate overload to
be applied to Marines who are
above average in strength or
weight. The Marine grasps the
bar with the palms forward
and assumes a standing posi¬
tion with the barbell held in
front of the hips, hands
approximately shoulder's
width apart. On the command
EXERCISE, the Marine flexes
the elbows and draws the
barbell up until it touches
the upper chest. The elbows
remain at the sides. Breath
is inhaled with the upward
movement and exhaled as the
barbell is lowered to the
starting position. The exer¬
cise is repeated as many
times as possible until the
command STOP is given. The
Marine moves to the next
apparatus.
(e) Step-Dp. The apparatus is
a platform or ledge 18 inches
high and of such size to
accommodate 10 Marines. The
Marine faces the platform and
on the command EXERCISE,
steps up onto the platform,
bringing his trailing foot up
v beside the leading foot. He
then steps back down to the
original position, stepping
down first with the same foot
he initially used in stepping
up. After 10 repetitions of
the exercise, he changes the
order of moving the feet to
use the opposite leg for
stepping up. Repeat this ex¬
ercise until the command STOP
is given. The Marine then
moves to the next station.
(f) Leg Lift. The apparatus
is a horizontal bar con¬
structed as described in
(a). To prevent the body from
swaying, a horizontal back
support is added 40 inches
below the horizontal bar. The
arms are kept fully extended.
On the command EXERCISE, the
Marine jumps up, grasps the
bar with the palms forward
and the back support behind
him. The exercise is executed
by raising the legs to a
horizontal position then
slowly lowering them to the
vertical position. The Marine
does not flex his knees. He
does not swing the legs to
the rear of a vertical posi¬
tion to gain momentum for
raising them in the next
repetition of the exercise.
The movement is repeated
until the command STOP is
given. The Marine then moves
to the next exercise. If
unable to raise his legs to a
horizontal position without
flexing his knees, the Marine
flexes his knees and draws
them up to the chest, then
lowers his legs to the
vertical position.
(g) Rope Climb. The rope
climb is 20 to 30 feet high
with five ropes suspended
from a horizontal bar which
forms the uppermost part of
the framework. To prevent the
horizontal bar from sagging
and to provide safety, only
five ropes are attached to
it. There are two frameworks
per station. The ropes are 6
feet apart. Any method may be
used to climb the rope, and
the Marines climb as high as
possible. Marines who are
proficient should climb the,
rope several times during
the time allotted. Inexperi¬
enced Marines should be
cautioned to take care
during descent to avoid rope
burns on their hands.
(2) Supplementary Stations.
The following exercises are
designed to expand the basic
circuit by being inserted in
specific places within the
system. For each supplementary
station used, there should be
adequate room for 10 Marines to
exercise.
3-51
(a) Bent Knee Situp or
Bottoms-Up. These calis¬
thenics are designed to
strengthen the abdominal
muscles. These exercises
will be inserted between the
pullup/chinup and twist grip
stations. The primary stom¬
ach exercise is the situp.
In case of inclement weather
or other conditions that make
ground contact undesirable,
the bottoms up exercise is
used. In situps on the
command EXERCISE, the Marine
lies on his back (supine
position) with knees flexed
and both feet flat on the
ground and executes the exer¬
cise (minus an assistant) as
described in MCO 6100.3_.
The 1 Marine then returns to
the starting position,
repeating the exercise until
the command STOP is given.
The Marine then moves to the
next station. In bottoms up
on the command EXERCISE, the
Marine assumes the front
leaning rest and executes the
bottoms-up exercise as des¬
cribed in Conditioning Drill
3. He continues this exercise
at a moderate cadence until
the command STOP is given.
The Marine then moves to the
next station.
(b) Pushup. This exercise is
designed to strengthen the
arm- and shoulder-girdle
muscles. It should be
included between the twist
grip and pulley weight
stations. Upon the command
EXERCISE, the Marine executes
the pushup as described in
Conditioning Drill 1. He
continues this exercise at a
moderate cadence until the
command STOP is given. The
Marine then moves to the next
station.
(c) Knee Bender. This exer¬
cise is designed to build
leg muscles and is included
between the pulley weight and
barbell curl stations. On the
command EXERCISE, the Marine
executes the knee bender as
described in Conditioning
Drill 3. He continues this
exercise at a moderate
cadence until the command
STOP is given. The Marine
then moves to the next
station.
(d) Trunk Twister. This
exercise strengthens the
major muscles of the trunk
and is included between the
step-up and pullup/chinup
stations . On the command
EXERCISE, the Marine executes
the trunk twister as des¬
cribed in Conditioning Drill
1. He continues this exer¬
cise at a moderate cadence
until the command STOP is
given. The Marine then moves
to the next station.
3703. MOVEABLE STRENGTH CIRCUIT „
a. Description and Objective.
The exercises in this circuit are
progressive and the course is
planned to gain and hold the
interest of the participating
groups. The circuit consists of a
series of stations, with each
station designed to develop a
particular group of muscles.
Along with muscular development,
correct posture and deep rhythmic
breathing should be stressed on
this circuit at all times. (See
fgs . 3-17 and 3-18. )
3-52
STATION
ITEM
NO.
SPECIFICATION
1
BARBELL
1'A-INCH PIPE 5 FEET LONG WITH
CONCRETE FILLED NO. 10 CANS.
2
JUMP ROPE
’A- OR %-INCH ROPE,
10 FEET LONG.
3
TWIST GRIP
HANDLE 12 INCHES LONG,
ROPE 4 FEET LONG,
NO. 10 CAN CONCRETE FILLED.
4
INCLINE
PLANE
3 A-INCH PLYWOOD PLATFORM
2 FEET WIDE AND 6 FEET,
6 INCHES LONG, ELEVATED
10 INCHES AT ONE END. STRAP
TO HOLD FEET DOWN.
5
WAR CLUB
HEAD IS 6 BY 12 INCHES,
HANDLE IS 14 INCHES LONG BY
VA INCHES IN DIAMETER,
ABOUT 20 POUNDS.
6
BICYCLE
RIDE
PLYWOOD BOARD OR
PLATFORM 2 BY 3 FEET
WITH 2 BY 2 RUNNERS.
7
*
STEP-UP
A BOX OR STURDY PLATFORM
18 INCHES HIGH, 18 INCHES WIDE,
24 INCHES LONG.
8
ISOMETRIC
PULL
TWO HANDLES 12 INCHES LONG
WITH 4 FEET (BETWEEN HANDLES)
OR LIGHT WIRE CABLE OR V.-INCH
ROPE.
Figure 3-17. Movable
Strength Circuit.
b. Equipment. The equipment is
set up in files. Six files of 8
stations will accommodate a
platoon of 48. Two additional
files will support 64. A file
normally consists of 8 stations.
c. Formation. The platoon
marches to the area where the
equipment is positioned and forms
a file within each lane of
stations, covering down on a
piece of equipment. Movements are
made on the double, the important
factor being that no time is
wasted in getting to work.
d. Progression. Initially 40 to
45 seconds per station is
adequate. As individuals become
stronger the time should be
increased in 5-second increments
until a minute to a minute and a
half is reached.
e. Leadership
(1) The leader stands in front
of the barbell station and
controls the rotation from
this position. The leader
supervises the entire group,
with the assistance of several
instructors who move about in
the platoon correcting and
encouraging the Marines.
(2) The leader starts each
group but does not count
cadence nor lead them through
the exercises. Each individual
exercises rapidly but
individually.
(3) As each Marine firiishes
his repetitions with the
barbell, he places the barbells
on the ground. The leader
calls, READY, followed by the
command, FALL OUT ONE. All will
doubletime to the station
directly in front of them,
while the individuals on the
barbell stations will do an
about face to the rear station
in their lane.
f. Movable Circuit Stations.
The Marine can obtain best
results on the movable circuit if
the exercises on the various
stations are given in the
following manner:
(1) Station 1—The Barbell.
(See fig. 3-17, 1.) The
exercises at this station
stress proper posture; deep,
rhythmic breathing; and
development of the muscles of
the arms, shoulders, and upper
3-53
body. An instructor teaches
the proper methods of lifting
before the exercises begin.
The methods are to lift with
the legs, to keep the back
straight, and to merely grip
with the hands. Two recom¬
mended exercises are given
below. The instructor will use
only one exercise per period.
He may use either exercise. At
successive periods, the other
exercise is used.
(a) Exercise l--Two-Hands
Military Press. (See fig. 3-
18, 1.) Grasp the barbell
with both hands, knuckles up
at shoulder width, and lift
to the chest. Steadily press
to arm's length overhead;
lower to the chest resisting
weight all the way. Inhale as
the weight is pressed up and
exhale as the weight is
brought down.
(b) Exercise 2—Two-Hands
Regular Curl. (See fig. 3-
18, 1.) Lift the weight to
the waist, with the palms of
the hands out, heels
together, stomach in, chest
lifted and arched, shoulders
back, elbows in close to the
sides; inhale deeply and curl
the weight to the shoulders,
using the arms only, at the
same time keeping the elbows
close to the sides; exhale
rhythmically, resisting and
lowering the weight to the
waist. Emphasize posture and
the use of the arms only.
This is a very valuable
exercise for the development
of the biceps and the grip
and should be repeated from 8
to 16 times, depending on the
ability of the Marine.
(2) Station 2—The Jump Rope.
(See fig. 3-18, 2.) This
exercise develops strength and
agility in the legs and stamina
of the whole body. It makes the
Marine agile on his feet and
increases his footwork effi¬
ciency and timing. Each Marine
should progress until able to
jump rope at least 3 minutes at
top speed.
(3) Station 3—The Twist Grip.
(See fig. 3-18, 3.) The twist
grip is an excellent exercise
for the hands and forearms, and
adds greatly to the Marine's
ability in hand-to-hand combat.
The handle is gripped and
twisted, winding the rope until
the weighted can is level with
the height of the hands, which
are held horizontal. The weight
is lowered in the same manner;
the Marine resists the weight
all the way, occasionally
stopping the twisting motion
and alternately removing first
one hand, then the other, from
the handle. A variation of the
above exercise is to wind the
handle with the palms up and
the arms bent and with the
elbows held close in to the
sides. Each Marine should
maintain a good posture k and
keep the stomach muscles taut
throughout this exercise.
(4) Station 4—The Incline
Plane. (See fig. 3-18, 4.) The
use of the incline plane is a
very strenuous exercise and
well designed for the develop¬
ment of the abdomen. Although 6
to 10 repetitions are suffi¬
cient for the beginners, more
can be added as ability
increases. Marines with hernias
or recent operations will be
3-54
excused from participation at
this station.
(5) Station 5—The War Club.
(See fig. 3-18, 5.) The war
club is a simple and effective
means of exercising the prin¬
cipal muscle groups of the
body, especially those of the
trunk, back, and shoulders. To
gain the maximum benefit from
this exercise, the Marine must
keep both feet flat on the
ground at all times. Throughout
the exercise period, the weight
is swung from arm's length as
follows s
(a) As in chopping wood,
first on one side, then on
the other.
(b) As a 1 batter warming up
with a number of bats.
(c) In large circles, first
with one hand and then with
the other.
(6) Station 6—The Bicycle
Ride. (See fig. 3-18, 6.) The
bicycle ride is well suited to
exercising many of the muscle
groups of the body, particu¬
larly those of the abdomen.
Vary the speed of the exercise,
but keep everyone "riding" the
entire period. A variation
exercise may be performed by
placing the legs together,
raising them slowly to a height
about 2 feet from the ground,
and then lowering them slowly
to the ground.
(7) Station 7—The Step-up.
(See fig. 3-18, 7.) The step-up
exercises the legs. The step-
up is performed by initially
stepping up with the left foot,
followed by the right, then
stepping down with the left
foot followed by the right.
Continue for 20 seconds, then
change to the right foot as
the lead foot for 20 seconds.
(8) Station 8—The Isometric
Pull. (See fig. 3-18, 8.) Two
trainees work at this station
with a cable pull and perform
the following exercises:
(a) Initially start with one
Marine in the supine position
and one Marine sitting. The
sitting Marine lowers the
upper body to the ground and
pulls the partner up to the
sitting position. The partner
then performs this same
action and this is continued
for 20 seconds at a rapid
rate.
(b) During the last 20 sec¬
onds, the same action takes
place but, in this case, the
Marine in the supine position
resists the pull of the
partner for approximately 5
seconds before allowing to be
pulled up into the sitting
position.
3704. CIRCUIT-INTERVAL TABLE 1
a. Description and Objective.
The circuit-interval table is
designed to develop strength and
endurance within a short period
of time, with no equipment
requirement, through a rapid and
vigorous routine of exercise.
Fifteen minutes is an adequate
period to execute all exercises
and to secure a vigorous workout
with the circuit-interval
principle.
3-55
1. BARBELL
HEAD UP
BACK STRAIGHT
BUTTOCKS DOWN
LIFT WITH LEGS
MILITARY PRESS
LIFT
BACK STRAIGHT
CURL TO CHEST
INHALE
CURL
2. JUMP ROPE
3. TWIST GRIP
b. Formation and Starting
Positions
(1) A leader forms platoons or
smaller groups in an oval or
circular formation with 3- to
5-yard intervals between
Marines. The Marines face to
the right and move forward at
quick time and then double
time. (See fig. 3-19, A.)
After running several platoon
circle laps, the leader calls
out the name of an arm and
shoulder exercise from the list
below, orders quick time and
commands, for example, PUSHUPS.
On this command, all Marines
immediately hit the ground and
individually and rapidly begin
doing pushups. No cadence is
counted. (See fig. 3-19, B.)
After 30 seconds of exercise,
the leader commands, ON YOUR
FEET, FORWARD, MARCH. The
platoon resumes the quick time
cadence and the leader, when
ready, gives the necessary
commands for double time. The
double time is continued for
one or more laps and the leader
calls out the name of the next
exercise and the process is
repeated. This continues, with
running between each exercise,
until every body part has been
exercised.
(2) The instructor controls
the running and quick time to
observe the effects of the
exercise upon the Marines.
Cadence, step, and precision
are not important to the
objective and the instructor
should not use them. What is
important is speed and the
instructor should stress this.
After the exercise period
is started, the Marines do not
stop. This circuit method
emphasizes stress and
recovery, the recovery
occurring during the quick
time periods.
c. Activities . The leader can
use the following exercises.
These exercises can be repeated
if necessary, during a second
round. The leader can use other
calisthenic exercises in the
circuit-interval table.
(1) Arms and shoulders—push¬
ups .
(2) Stomach—situps.
(3) Back—squat thrusts.
(4) Legs—bicycle (on back).
d. Progression. The progress is
controlled by the leader, who
must pace the running, quick-time
movement, and exercise in such a
way that Marines will receive a
vigorous workout yet be able
to participate throughout the
15-minute period. Marines who are
in the initial stages of physical
condition will not be able to
double time or exercise as long
as those who are better condi¬
tioned. The idea is to set a
pace which can be increased
during each workout, thus
progressing gradually to a higher *
level of physical fitness.
e. Leadership. The platoon
leader, platoon sergeant, or
section leader can lead the
group. The leader must execute
the exercise with the unit to
feel the effects and thereby
adjust the pace.
f. Place in the Program. This
activity may be scheduled when¬
ever a short period of time is
available. The only requirement
is that enough space, indoors or
out, be available to form the
circle.
3-57
Section VIII. Basic Physical
3801. GENERAL
The purpose of this section is to
list the basic military skills and
the methods for their development.
Many of these skills are best
developed by obstacle courses but
other drills are also discussed.
The section explains types of
obstacle courses, details of
construction, and methods of
negotiating the various obstacles.
3802. BASIC PHYSICAL SKILLS
a. Objective. The objective is
to develop proficiency in the
various military physical skills
which are essential to personal
safety and effective combat
operations. In travel by foot
over rugged terrain and in the
execution of combat duties,
Marines must be trained to
perform basic skills, such as
running, jumping, climbing, and
carrying. During training,
Marines will develop agility and
coordination in these skills.
Fast and skillful execution of
these skills may mean the
difference between success and
failure on the battlefield.
b. Place in the Program. These
skills are practiced throughout
the entire program in many dif¬
ferent activities. Many of these
skills are best practiced on ob¬
stacle courses. (See par. 3803.)
c. Description. These basic
skills are the minimum skills
required by all Marines. The
basic skills are as follows:
(1) Running. Running is used to
strengthen the legs and develop
cardiovascular endurance.
Marines should be exposed to
running in various situations:
Skills and Obstacle Courses
on roads, over rough ground, up
and down hills, cross-country,
and running over low obstacles .
(2) Jumping. In broad jumping,
the take-off foot is planted
firmly and the spring comes
from the extension of this leg
as the other leg reaches for
the far side of a ditch or
similar obstacle. (See fig. 3-
20.) The arms are forcibly
raised forward and upward to
assist in propelling the body
up and forward* Landing may be
on one or both feet depending
upon the length of the jump. In
vertical jumping downward from
a height, the jumper should aim
his feet at the desired landing
spot and he should also jump
with the knees slightly bent
and feet together, with the
trunk inclined slightly
forward. As the feet touch the
ground, the shock is absorbed
by bending the knees into a
full squatting position. If the
height is too great or the
ground too hard to absorb the
shock, then the jumper should
forward roll or side roll thus
eliminating some of the
momentum.
Figure 3-20. Jumping.
(3) Dodging. In combat situa¬
tions, it is often times
necessary to change directions
quickly. To execute this move¬
ment while running, a lead foot
3-59
is firmly planted, left foot if
the direction is to the right
and right foot if the direction
is to the left. The opposite
foot is moved toward the new
direction. The knees are
slightly flexed during the
movement and the center of
gravity is low and balanced.
(See fig. 3-21.) At the time of
the change of direction, the
head and trunk are turned
quickly in the new direction.
A. DODGE TO AVOID B. CHANGE OF DIRECTION C. DODGE TO AVOID
OBSJACLE BEHIND CONCEALMENT DANGER AREAS
Figure 3-21. Dodging.
(4) Climbing and Surmounting.
All Marines should know how to
climb and surmount various
types of obstacles. (See fig.
3-22.)
A. CLIMBING ROPE B. CLIMBING DRAIN PIPE C. SURMOUNTING WALL
Figure 3-22. Climbing and
Surmounting Vertical Objects.
(a) Vertical Climbing, as in
Climbing a Rope or Pole. The
hands grasp the rope or pole
overhead with the palms
toward the face. Gripping the
object, the body is pulled
upward with the arms and
shoulders, assisted by the
feet which grip the object
and assist by pushing down¬
ward. If shoulder girdle
strength and body coordina¬
tion are not adequate to per¬
mit alternating the hands,
the arms act together in
pulling upward.
(b) Climbing as in Surmount¬
ing a Wall. In going over a
wall, the body should be kept
as close to the top as pos¬
sible, since in combat opera¬
tions it is important to
offer as small a target as
possible to the enemy. If an
individual climbs a wall
while carrying a rifle, both
hands should be freed by
slinging the rifle over the
back. There are two methods
commonly used for surmount¬
ing a wall of moderate
height, but only one for
dropping from it. The
methods are as follows:
1 Run, Jump, and Vault.
Approach the wall at a run,
jump forward and upward at
the wall and place one foot
against it as high up as
possible. Use the foot in
contact with the wall to
help push the body upward
while grasping the top of
the wall with the hands.
Pull the body up with the
arms, assisted by pressure
of the foot against the
wall and swing the legs
over, propelling the body
weight over the wall.
3-60
2 Hook and Swing „ Approach
the wall at a run and jump
forward and upward. Hook
one elbow over the wall,
locking the arm in place by
pulling up until the top of
the wall is underneath the
armpit. Grasp the top of
the wall with the other
hand. Draw the leg which
is closer to the wall up as
far toward the top as pos¬
sible. Then swing the other
leg over the top of the
wall. The body is then car¬
ried over with a rolling
motion. A variation of this
leg action can be used by
Marines who are unable to
draw up the leg as describ¬
ed. While hanging with both
legs fully extended, start
a swinging motion with the
legs together. When the
legs have enough momentum,
swing the outside leg over
the top of the wall with a
vigorous kick, then follow
with the body.
3. Dropping. All drops from
a height are executed in
the same manner regardless
of the method used to gain
the top. One hand is placed
against the far side of the
wall while the other hand
grasps the top. From this
position, the body is
rolled over the wall and
vaulted away from it with
the legs swinging clear. As
the body passes over the
wall and drops, it should
at all times face the wall.
This will keep the rifle
and other equipment clear.
Break the fall by retaining
a grasp on the top of the
wall as long as possible.
(c) Climbing Ladders and
Cargo Nets. Rope ladders,
stationary vertical ladders,
and cargo nets employ the
same general technique. The
important element is to grasp
the side supports firmly in
the hands about shoulder
height and place the feet on
a rung which would cause the
body to be fully extended. In
movement upward, one hand is
moved upward and a new grasp
is secured and, at the same
time, the opposite leg moves
up a rung. As the knee
straightens, the body is
elevated. This process is
repeated using the opposite
arm and leg. Alternation
continues in this manner
until the climber reaches the
objective.
(5) Traversing Horizontal
Objects. The traversing of
horizontal objects puts heavy
stress on the arms and shoulder
girdle area as the feet are
usually suspended in the air
with all of the body weight on
the arms and shoulders. (See
fig. 3-23. )
(a) Traversing Horizontal
Ropes or Pipes. The hands
grasp the horizontal support
overhead with the palms fac¬
ing. To propel the body for¬
ward, one hand is released
and moved forward to secure a
new grasp. At the same time,
the opposite side of the body
is swung forward (some people
are able to "walk" in the
air, keeping the body to the
front and moving the legs in
time with the arms as in
walking on the ground). The
other hand is then released
3-61
and moved forward; this
alternation is continued
until the objective is
reached.
A. ROPE OR CABLE B. PIPE OR BEAM
Figure 3-23. Traversing
Horizontal Objects.
(b) Traversing Horizontal
Ladders. In this situation,
the movement is the same as
used in traversing a rope or
pipe. The hands, however, are
placed on the rung with the
palms away from the face.
Other than this difference
the technique is the same.
(6) Crawling. Crawling in
combat situations is an often
used skill. Crawling may be
high or low. (See fig. 3-24.)
A. HIGH CRAWL B. LOW CRAWL
Figure 3-24. Crawling.
(a) High Crawl. In the high
crawl, the Marine moves on
hands and knees, moving one
hand and the opposite knee
and then continuing to move
the hands in alternation
with the opposite knee
following the companion hand.
(b) Low Crawl. The Marine is
in the prone position usually
with the forearms and palms
of the hand on the ground. He
propels forward by bending
the knee of one leg and
pushing with the inside edge
of the shoe. At the same
time, the opposite arm moves
forward and pulls to the
rear. The body remains low
and movement is continued by
bending the opposite knee and
pushing, and at the same time
sliding the Opposite arm
forward and pulling. Alterna¬
tion of hands and legs
continues until the objective
is reached.
(7) Throwing. Throwing may be
executed from the kneeling or
standing positions. The object
to be thrown is held in the
hand, and the throwing arm is
bent at the elbow; the hand is
then moved to the rear until
the hand is behind the ear. The
body is turned so that the lead
foot and balance arm on the
side toward the target are
pointing at the target. (See
fig. 3-25.) The balance arm is
used to sight over and align
the throwing hand and the
target. When properly aligned,
the elbow is moved rapidly
forward until it is at a point
just in front of the body where
the arm is straightened and the
wrist snapped. This whip motion
propels the object to the
target. Underhand throws secure
momentum by the thrower bending
his knees and swinging the
3-62
throwing arm to the rear. As
the knees are straightened,
the arm is forcefully swung
forward from the shoulder and
the object released.
Figure 3-25. Throwing.
(8) Vaulting. Vaulting is
employed to overcome low
barriers or fences. (See fig.
3-26.) The object to be sur¬
mounted is approached at an
angle. The hand on the side
next to the obstacle is placed
on the top of the obstacle and,
with a straight arm, the body
weight is pushed upward. At the
same time, the leg on the side
next to the obstacle is thrown
upward and over the top fol¬
lowed by the other leg (side
approach). In landing, the
weight comes down on the
leading leg first followed by
regaining the balance on both
legs. The free arm serves as a
balance. A direct (front)
approach can be used at which
time both legs go over the
object together.
(9) Man Carrying. There are
three basic individual means of
carrying personnel in combat
Figure 3-26. Vaulting.
situations and one of these
methods may be used in carrying
objects.
(a) Fireman's Carry. "A"
stands sideways in front of
"B", "A" bends his knees and
leans forward, placing one
arm through "B's" crotch,
grasps the wrist of "B's"
arm, which is hanging over
the shoulder, and then "A"
runs forward.
(b) Saddle-Back Carry. With
his back toward "B", "A"
stands in front of "B". "B"
mounts "A's" hips and clasps
his arms in front of "A's"
chest. "A" grasps "B's"
thighs.
(c) Single-Shoulder Carry.
"A" stands facing "B". "A"
assumes a semi-squatting
position. "B" leans forward
until "B" lies across "A's"
right shoulder. "A" clasps
his arms around "B's" legs
and straightens up, lifting
"B" from the ground. "A" then
runs forward. This method may
also be used to carry heavy
objects.
3-63
(10) Balancing. Balancing the
body while walking or running
on a narrow object when
crossing obstacles is a skill
which requires practice and
confidence. Balance is required
in negotiating a log placed
across a stream, in crossing a
narrow beam or rail, and in
similar situations. (See fig.
3-27.) To perform this skill,
place the feet on the object to
be crossed, hold the arms to
the sides at shoulder level,
and fix the eyes on the object
approximately 5 yards in front
of the feet. Generally, it is
not a good practice to look
down at the feet. Walk the
beam by placing first one foot
and then the other in the
center of the beam, thereby
. moving forward, using the arms
to aid in maintaining balance.
Figure 3-27. Balancing.
(11) Falling. Injury can be
avoided if Marines are taught
to fall properly. They should
know how to use the body
momentum to their advantage
during a fall rather than to
try resisting that force. (See
fig. 3-28.) If enough force is
present, such as occurs during
a fall while running or in
jumping downward from a height,
individuals can extend their
hands to catch the weight. At
the same time, duck the head
and roll forward onto the feet.
The key to falling without
injury from the standing
position is relaxation and
rolling on the outside of the
leg, hip, and buttocks to take
the brunt of the fall.
A. ABSORBING SHOCK BY FORWARD ROLL
B. ABSORBING SHOCK ON OUTSIDE OF HIP AND LEG
Figure 3-28. Falling.
3803. OBSTACLE COURSES
a. General. Obstacle courses
are a valuable part of physical
readiness training. The challenge
presented by the obstacles
assists in developing and testing
the basic physical skills. In
many combat situations, success
will depend upon the Marine's
ability to perform one or more of
these skills, often while
carrying field equipment and when
fatigued. In this section, two
types of obstacle courses will be
discussed—Conditioning Obstacle
Course and Confidence Obstacle
Course.
3-64
b. Course Safety Precautions.
Commanders and course instructors
should take certain precautions
to prevent injury on obstacle
courses. A few of the precautions
are:
(1) Inspect the course for
faulty construction of
obstacles, protruding nails,
rotten logs, condition of the
landing pits, and other
hazards to safety.
(2) Conduct warm up exercises
before the unit runs the
course.
(3) Explain and demonstrate
the correct techniques for
negotiating all the obstacles
before allowing the Marines to
try them.
(4) Give Marines at least two
weeks of conditioning exercises
before scheduling the obstacle
and/or confidence courses.
(5) Ensure that negotiation of
the higher and more difficult
obstacles are under the
supervision of an instructor.
(6) Do not permit individuals
who have neither practiced the
basic skills nor run the
conditioning obstacle course to
participate in the confidence
obstacle course.
(7) Weather conditions may
cause footing or handhold
surfaces to be slippery. If
such is the case, postpone
training on the course,
3804. CONDITIONING OBSTACLE
COURSES
a * Description and Objective.
The Conditioning Obstacle Course
is commonly known as the Obstacle
Course. This course consists of
fairly low obstacles which are
designed to be negotiated
quickly. The obstacles serve to
test various basic skills, and
running the course is a test of
the Marine's physical condition.
After receiving instruction and
an opportunity to practice the
skills. Marines run the course
against time.
b. Area and Equipment
(1) Complete standardization of
obstacle courses should not be
attempted since topographical
conditions always vary. Com¬
manders should use ingenuity in
constructing a course, making
good use of streams, hills,
trees, rocks, and other natural
obstacles. Since the course is
eventually run at high speed,
it should not be dangerous.
(2) The course should be wide
enough for six or eight men to
run simultaneously, encouraging
competition. The lanes for the
first several obstacles should
be wider and the obstacles
themselves easier than those
that follow. This avoids con- „
gestion until the contestants
scatter out over the course.
The last two or three obstacles
should not be too difficult and
should not involve high climb¬
ing. This prevents injuries and
falls resulting from fatigue.
(3) The total distance of the
course should range from 300 to
450 yards and include from 15
to 25 obstacles. Normally the
obstacles should be 20 to 30
yards apart and arranged so
that those which exercise the
same groups of muscles are
separated.
3-65
(4) The obstacles should be
substantially built. Peeled
logs, 6 to 8 inches in dia¬
meter, are ideal for many of
the obstacles. Sharp points
and corners should be
eliminated. Landing pits for
jumps or vaults should be
filled with sand or sawdust to
prevent injuries.
(5) The course should be con¬
structed and marked so that it
is not possible to sidestep or
detour obstacles. However, it
is desirable to provide alter¬
nate obstacles of varying
degrees of difficulty.
(6) The course should be in
the shape of a horseshoe or
figure eight so that the finish
, is close to the start and signs
should be placed to indicate
the course route.
c. Leadership. Before Marines
run an obstacle course, they
should be instructed in the
proper technique of negotiating
each obstacle. In each case this
technique should be explained and
demonstrated in detail, with
emphasis on avoiding injury.
Every individual should be given
an opportunity to practice on
each obstacle until he becomes
reasonably proficient at negoti¬
ating it. Before the course is
run.against time, it is advisable
for individuals to make several
runs at a slower pace. During
such practice or trial runs, the
instructor should observe the
performances and make appropriate
corrections. Marines should
never be permitted to run the
course for time until they have
practiced on all obstacles. The
best method of timing the runners
is to have the timer stand at the
finish and call out the minutes
and seconds as each individual
finishes. If several watches are
available, each wave may be timed
separately. If only one watch is
available, the different waves
should be started at regular
intervals, such as every 30
seconds. If an individual
fails to negotiate an obstacle, a
previously determined penalty
should be exacted.
d. Types of Obstacles
(1) Jumping-Type Obstacles.
These obstacles may be ditches
which are cleared with one
leap, trenches which the indi¬
viduals can jump into, heights
which require jumping downward,
or hurdles which an individual
can jump over. (See fig. 3-29.)
Figure 3-29. Jumping-Type
Obstacles.
(2) Dodging-Type Obstacles
Obstacles of this type are
usually mazes consisting of
posts set in the ground at
irregular intervals. (See fig.
3-30.) The intervals between
posts should be rather narrow
3-66
so that the Marines must pick
their way carefully through and
around them. Lane guides may be
constructed to guide the
Marines to dodge and change
direction. Obstacles may be
put into a maze pattern to
cause the Marines to change
direction.
LANES TO GUIDE CHANGE OF DIRECTION
. ■ lj y — ' ■ T*~ U*
jiT*
...'^■WTT^pwrrU
•-tr r-~yw-:r' :W ~ r W~~
MAZES TO CAUSE CHANGE OF DIRECTION
Figure 3-30. Dodging-Type
Obstacles.
(3) Vertical Climbing and
Surmounting Type Obstacles.
These obstacles may be climbing
ropes, either plain or knotted
and 1-5 inches in diameter;
cargo nets or walls 7 or 8 feet
high; or vertical poles 6 to 8
inches in diameter and 38 feet
high. (See fig. 3-31.)
Figure 3-31. Vertical
Climbing Obstacles.
(4) Horizontal Traversing-Type
Obstacles. Horizontal obsta¬
cles may be pipes, beams,
ladders, or ropes. (See fig. 3-
32.)
(5) Crawling Type Obstacles.
Obstacles which require crawl¬
ing may be constructed of large
pipe sections, low rails, and
wire. (See fig. 3-33.)
3™ 6 7
Figure 3-32. Horizontal
Type Obstacles.
(6) Vaulting-Type Obstacles.
Obstacles of 3 to 3.5 feet in
height such as low walls
or fences may be used as a
vaulting obstacle. (See fig.
3-34.)
(7) Balancing-Type Obstacles.
Beams, logs, and planks may be
used as balancing-type obsta¬
cles . (See fig. 3-35.) These
items may be used to span water
obstacles and dry ditches, or
TUNNEL LOW RAIL
Figure 3-33. Crawling-Type
Obstacles.
raised off the ground somewhat
to simulate natural depres¬
sions.
3805. CONFIDENCE OBSTACLE COURSES
a. Description and Objective.
The Confidence Obstacle Course
is commonly known as the Con¬
fidence Course. This course is
composed of higher and more
difficult obstacles than those
used in the conditioning course.
The confidence obstacle course
is designed to give Marintes
confidence in their mental and
physical capacities and to cul¬
tivate their spirit of daring.
They are encouraged but not
compelled to negotiate this
course and the course is not run
against time. The negotiation of
a confidence course, however, is
strenuous enough to be an excel¬
lent physical conditioner.
Marines should NEVER attempt to
take the obstacles at high speed
and should not compete for speed.
The obstacles vary from fairly
easy to extremely difficult. Some
3-68
are of considerable height to
accustom Marines to climbing
such heights without fear.
Considerable emphasis is placed
on obstacles that train and test
an individual's balance.
b. Area and Equipment
(1) The confidence course
accommodates four platoons, one
platoon at each group of six
obstacles. The course should be
made up of about 24 obstacles,
numbered and marked as follows:
1 to 6, white numbers on red
background; 7 to 12, black num¬
bers on a white background;
13 to 18, white numbers on a
blue background; and 19 to 24,
white numbers on a black
background.
(2) A few simple pieces of
equipment should be provided
° r individuals who do not have
strength, courage, or
to negotiate the
obstacles.
Figure 3-35. Balance-Type
Obstacles.
c. Formation. The obstacles
should be divided into groups of
six, and each group is
designated by a different color.
Each platoon starts at a
different color. Individuals are
separated into groups of 8 to
12 at each obstacle. At the
starting signal from the company
commander , they proceed
numerically through. Anyone may
skip an obstacle who is afraid to
try. Individuals proceed from
3-69
obstacle to obstacle until time
is called, then assemble as
ordered.
d. Leadership. If the Marines
are new to the confidence course,
an instructor will demonstrate or
will give a brief orientation at
each obstacle, including an
explanation and demonstration of
a method of negotiating it.
Marines are encouraged to try the
various obstacles, but they are
not compelled to do so. No
compulsion is to be used. The
manner of negotiating any obsta¬
cle is left to the discretion of
the Marine. However, the in¬
structor assists anyone who
experiences difficulty. Instruc¬
tors must supervise closely at
all times to prevent injuries,
as some of the obstacles are
quite high. Also, some of the
obstacles should not be used when
slippery or wet. The example
of instructors and especially
selected demonstrators will serve
to inspire the individuals to
greater effort.
e. Negotiating the Obstacles.
Although personnel need not
conform to any one method of
negotiating the obstacles, there
should be some uniformity in the
approach to them. A general
method of negotiating the
obstacles is indicated below.
(1) Red Group. This group
contains the first six
obstacles. (See fig. 3-36.)
(a) The Belly Buster.
Individuals may vault, jump,
or climb over. Warn them that
the log is not stationary.
(b) Reverse Climb. Climb the
reverse incline and go down
the other side to the ground.
(c) The Weaver. Move from one
end of the obstacle to the
other by weaving the body
under one bar and over the
next.
(d) Hip-Hip. Step over each
bar, either alternating legs
or using same lead leg each
time.
(e) Balancing Logs. Step up
on log, retaining the bal¬
ance, walk or run along log.
(f) Island Hopper. Jump from
one log to another until the
obstacle is negotiated.
(2) White Group. This group is
composed of the second six
obstacles. (See fig. 3-37.)
(a) Tough Nut. Step over
each X in the lane.
(b) Slide for Life. Climb the
tower, grasp the rope firmly,
and swing the legs upward.
Hold the rope with the legs
to distribute the weight
between them and the arms.
Braking the slide with the
feet and legs, proceed down
the rope. Warn Marines t that
there is danger of getting
rope burns on their hands.
When the rope is slippery or
wet, this can be a dangerous
obstacle.
(c) Low Belly Over. Mount the
low log and jump onto the
high log, both arms grasping
over the top of the log, the
stomach area in contact with
it. Swing the legs over the
log and lower the body to the
ground.
3-70
(d) Belly Crawl. Move forward
under the wire, belly down,
to the end of the obstacle.
(e) The Dirty Name. Mount the
low log and jump to or reach
the higher logs in succes¬
sion, then jump or drop to
the ground. Warn the Marines
about the height of the final
log.
(f) The Tarzan. Mount the
lower log and walk the length
of it and each successive,
higher log until reaching the
horizontal ladder. Grasp two
rungs of the ladder and
swing the body into the air.
Negotiate the length of the
ladder by releasing one hand
at a time and swing forward,
grasping a more distant rung.
(3) Blue Group. This group is
formed by the third group of
six obstacles. (See fig. 3-38.)
(a) High Stepover. Step over
each log, alternating the
lead foot or using the same
lead foot.
(b) Swinger. Climb onto the
swinging log and over to the
ground on the opposite side.
(c) Low Wire. Move under the
wire on the back, using the
hands to raise the wire to
clear the body.
(d) Swing, Stop and Jump.
Gain momentum with a short
run, grasp the rope, and
swing the body forward to the
top of the wall. Release the
rope while standing on the
wall and jump to the ground.
(e) Six Vaults. Vault over
the logs, using one or both
hands.
(f) Easy Balancer. Walk up
one inclined log and down the
one on the other side to the
ground.
(4) Black Group. The last group
is formed by the final six
obstacles. (See fig. 3- 39.)
(a) Incline Wall. Approach
the underside of the wall,
jump up and grasp the top and
pull the body up and over.
Slide or jump down the
incline to the ground.
(b) Skyscraper. Jump or climb
to the first floor, climb up
the corner posts or assist
each other to any desired
floor. Descend to the ground
in any desired manner.
(c) Jump and Land. Climb up
the ladder to the platform
and jump to the ground.
(d) Confidence Climb. Climb
the inclined ladder to the
vertical ladder. Go to the
top of the vertical ladder,
then down the other side to
the ground.
(e) Belly Robber. Step on the
lower log and assume the
prone position on 1 1 h e
horizontal logs. Crawl over
the logs to the opposite end
of the obstacle.
(f) The Tough One. Climb the
rope or pole on the higher
end of the obstacle, then
go down the ladder and across
the log platform. Climb over
or between the logs at the
end and go down the rope or
pole to the ground. Vault
over the final log.
3-71
A. THE BELLY BUSTER
C. THE WEAVER
Figure 3-36. Red Group
Figure 3-38. Blue Group.
3-74
Section IX. Individual Exercise Programs
3901. GENERAL
Marines at times will be stationed
on independent duty and conse¬
quently will be responsible for
their own physical fitness pro¬
gram. This section will assist
them in understanding the need for
exercise and will aid in the
planning and execution of an
individual exercise program.
Exercise activities included are
the Bench Conditioner, 6-12 Plan,
Weight Training, and Isometric
Contraction. Keeping physically
fit is a problem that faces every
Marine. Even though we are fre¬
quently engaged in training that
requires some physical effort, in
many cases, it is not enough to
prepare us to meet the intense
physical demands of combat.
Attaining a satisfactory level of
physical readiness is not an
insurmountable objective. Avail¬
able time appears to be the most
difficult obstacle to the devel¬
opment of physical readiness. In
most cases, regular physical
training programs are centralized,
requiring the individual to
temporarily leave the work area.
The problems involved in setting
an hour aside two or three times
each week are numerous. However,
most of us can devote a few
minutes each day to physical
fitness with little, if any,
impact on our daily work schedule,
especially if it does not require
us to leave our work area.
a. Type of Program. There are
many good physical fitness
programs available to the indi¬
vidual or group. Regardless of
the type or duration, to be
effective, the program must
contain exercises that are
strenuous and are challenging to
the individual. Space will not
permit the inclusion of all
available means of individual
exercise. The programs selected
for this chapter have met the
requirement of minimum space and
minimum time.
b. Need to Augment Program.
These programs are quite
strenuous and will develop a
satisfactory level of physical
readiness. However, if the Marine
desires additional development of
endurance, it is recommended that
he supplement these programs with
a 15- to 30-minute period of
wind sprints and double timing on
an alternating daily basis.
c. Progressive Training. If
Marines are performing duties
which require little or no phys¬
ical activity, they must plan a
physical conditioning program
that assures a moderate begin¬
ning, moderate but steady
progression, and sufficient
warmup before starting the
vigorous exercise. To avoid
organic or bodily harm, a Marine
should never rush into vigorous
activity without adequate
warmup. He should conduct
conditioning programs on a daily
basis over an extended period of
time, never on an unduly accel¬
erated or crash basis.
3902. THE BENCH CONDITIONER
a. Description and Objective.
The bench conditioning program
uses a modified bench to employ
both isotonic (moving) and iso¬
metric (stationary) exercises as
the nucleus of the program. The
exercises are designed to develop
strength and endurance in all the
major muscle groups of the body.
The principles of progression,
overload, and balance are
employed when the exercises are
performed properly.
b. Area and Equipment. The con¬
ditioning apparatus can be con¬
structed in any unit motor pool
with welding equipment found in
most salvage yards. (See figs.
3-40, 3-41.) Additionally, there
are available any number of com¬
mercially produced apparatus
available. The important thing is
that in utilizing this equipment
the following exercise routine be
adhered to.
c. Starting Level and Progres¬
sion. The program consists of
two tables, each with 10 exer¬
cises. ' The Marine controlls
progression by required repeti¬
tions or, in some cases, by
application of maximum effort.
Each table can be completed
within 15 minutes.
:«fi SgK
111!
d. Starting Position. To start
the program, the Marine begins
with Table I and executes each
exercise for the required number
of repetitions as indicated. The
Marine controlls the starting
level and progression. When the
Marine executes the maximum
repetitions for Table I within a
15-minute exercise period, he
progesses to Table II. To main¬
tain this level of development,
the Marine should also execute
the maximum repetitions for Table
II within a 15-minute exercise
period. The Marine should keep
substitution of exercises to a
minimum. However, if he completes
a full 15 minutes of strenuous
exercise and exercises all
muscles, then there should be no
appreciable difference in the
overall development.
e. Bench Conditioning, Table I
(1) Exercise 1: Side-Straddle
Hop. This is a two-count warm
up exercise done at moderate
cadence. The starting position
is the position of attention.
On count ONE jump slightly into
the air, swinging the arms out
to the sides and up to a verti¬
cal position, hands touching.
(See fig.- 3-40, A.) At the same
time, spread the feet wider
than shoulder-width apart. On
count TWO, using a slight flex¬
ing of the knees and ankles,
jump slightly into the air and
return to the starting position
by swinging the arms back down
to the sides. Twenty repeti¬
tions of this exercise is the
standard dosage throughout the
program.
(2) Exercise 2: Hand Walk.
Remove the lower horizontal
bar. Adjust the upper hori¬
zontal bar so that it is high
enough to permit a "dead hang¬
ing" position, with the feet
off the ground. (See fig. 3-
40, B.) From the "dead hanging"
position, release one hand and
drop the arm to the side of the
body. Then raise that arm and
regrasp the horizontal bar/
Release the bar with the other
hand and drop that arm to the
side. Repeat this as many times
as possible.
(3) Exercise 3s Situps. Lie
down with the fingers inter¬
locked and placed behind the
head. Hook the toes under the
foot braces. Raise the trunk
and upper body to an upright
sitting position, twisting it
to the left and then forward
and downward until the right
elbow touches the left knee.
(See fig. 3-40, C.) Lower the
3-77
A. EXERCISE 1, SIDE STRADDLE HOP
B. EXERCISE 2, HAND WALK
body to the starting position.
Sit up again but twist the body
to the opposite direction as
before, touching the left elbow
to the right knee. Again lower
the body to the starting posi¬
tion. The starting dosage is 20
situps. The Marine should con¬
tinue the progression until he
has attained 40 situps.
(4) Exercise 4: Double
Step-up. Starting at one end of
the bench, step up onto the
bench, and walk across it. Step
down from the other end; turn
around and repeat the process
to return to the starting
point. (See fig. 3-40, D.)
Each return to the starting
point constitutes a repetition.
The starting dosage is 20 repe¬
titions . Maximum dosage is 35
repetitions. This exercise
should be done at a rapid
cadence.
(5) Exercise 5: Isometric Bar
Lift. Adjust the lower bar so
that it is slightly higher than
the beltline. Placing the feet
on the footplates at the base
of the frame, grasp the lower
bar so that the hands are
spread shoulder-width apart.
Asstime a crouched position and
lift with maximum effort using
the arms, back, and legs. (See
fig. 3-40, E.) Starting dosage
is 4 repetitions of a stress
time of 5 seconds followed by a
5-second rest prior to the next
repetition. The Marine obtains
progression by lengthening
stress periods to 6 and later 7
seconds. Do not increase the
number of repetitions.
(6) Exercise 6: Knee Lift.
Adjust the upper bar to the
same height used in Exercise 2.
Adjust the lower bar so that it
stops rearward movement of the
hips when the "dead hanging"
position is assumed. (See fig.
3-4 0, F. ) Keeping the arms
extended, flex the legs and
raise the knees as high as
possible. Hold this position
for 5 seconds, then return to
the starting position. After 2
seconds in the starting posi¬
tion, raise the knees again.
Each return to the starting
position constitutes one repe¬
tition. The dosage is five
repetitions. Progression is the
same as in Exercise 5.
(7) Exercise 7s Isometric
Pull. Adjust the lower hori¬
zontal bar to a position where
it is slightly higher than the
beltline. Grasp the handles and
pull outward. (See fig. 3-40,
G.) Apply maximum effort and
hold for approximately 5 sec¬
onds . Relax for 5 seconds
between repetitions; perform
four repetitions. Moving the
body closer to or farther away
from the bar will change the
stress from the upper arms to
the forearms. Progression is
the same as in Exercise 5.
(8) Exercise 8: Isometric,
Compression. Maintain the
position as in exercise 7. (See
fig. 3-40, H.) Grasping the
handles in the same manner,
press in with maximum effort
and hold for approximately 5
seconds. Relax for 5 seconds
between repetitions, perforin
four repetitions. Progression
is the same as in Exercise 5.
(9) Exercise 9: Isometric
Press. Remove the lower hori¬
zontal bar. Adjust the upper
horizontal bar until it is
about 6 inches lower than the
extended arms can reach.
Stepping on the footplates at
the bottom of the frame, grasp
the bar with both hands and
push up. (See fig. 3-40, I.)
Keep both the legs and arms
slightly flexed and the back
straight. Apply maximum effort
for 5 seconds then relax for 5
seconds. Complete four repeti¬
tions. Progression is the same
as in Exercise 5.
(10) Exercise 10: Pushups.
Grasping the foot braces with
both hands, assume the front
leaning rest position. (See
fig. 3-40, J.) Keeping the
back and legs straight, lower
the body until the chest is
lower than the hands, then
return to the starting posi¬
tion.’ The Marine should com-
v plete the maximum possible
number of repetitions.
f. Bench Conditioning, Table II.
There is no limit on the maximum
number of repetitions attainable
in Exercises 3, 4, and 6 of Table
II. The only limit imposed is
that the entire program of 10
exercises outlined in either
table should not exceed 15
minutes.
(1) Exercise Is Side-Straddle
Hop. This is a two-count warm
up exercise done at a moderate
cadence. The starting position
is the position of attention.
On count ONE, jump slightly
into the air, swinging the arms
out to the sides and up to a
vertical position, hands touch¬
ing. (See fig. 3-41, A.) At the
same time, spread the feet
wider than shoulder-width
apart. On count TWO, using a
slight flexing of the knees and
ankles, jump slightly into the
air and return to the starting
position by swinging the arms
back down to the sides. Twenty
repetitions of this exercise is
the standard dosage throughout
the program.
(2) Exercise 2: Pull-up. Adjust
the horizontal bar so that it
is high enough to permit a
"dead hanging" position with
the feet off the ground. Grasp
the bar with both hands, palms
facing forward. By flexing the
arms, raise the body to a posi¬
tion where the chin is higher
than the bar. (See fig. 3-41,
B.) Then lower the body to the
"dead hanging" position. Repeat
as many times as possible.
(3) Exercise 3: Bench Situps.
Sit on the bench and hook the
feet under the foot braces.
With the fingers interlocked
behind the head, lean back
until the head touches the
floor. (See fig. 3-41, C.)
Return to the starting posi¬
tion. The starting dosage is 15
situps.
(4) Exercise 4: Step-Up. Face
the bench and step up on it
with one foot, bringing the
trailing foot up next to the
leading foot. Step back down
again, leading with the same
foot used first in stepping up.
(See fig. 3-41, D.) Perform
half of the total repetitions,
then change the sequence of
moving the feet to use the
other leg in stepping up, and
repeat the same amount of exer¬
cise. The starting level is a
total of 40 step-ups. This
exercise should be done at a
rapid cadence.
(5) Exercise 5: Isometric Bar
Lift. Adjust the lower bar so
that it is slightly higher than
the beltline. Placing the feet
3-80
A. EXERCISE 1, SIDE STRADDLE HOP
B. EXERCISE 2, PULLUP
on the footplates at the base
of the frame, grasp the lower
bar so that the hands are
spread shoulder-width apart.
Assume a crouched position and
lift with maximum effort using
the arms, back, and legs. (See
fig. 3-41, E.) Starting dosage
is four repetitions of a stress
time of 8 seconds followed by a
5-second rest prior to the next
repetition. Progression is
obtained by lengthening stress
periods to 10 seconds. Do not
increase the number of repe¬
titions .
(6) Exercise 6: Leg Lift.
Adjust the bars and assume the
starting position as shown in
figure 3-41, F. Keeping arms
and legs' extended, raise the
legs to a horizontal position
and hold in that position for 2
seconds. Then lower the legs
slowly to the starting posi¬
tion. Five repetitions is the
starting level.
(7) Exercise 7: Isometric Pull.
Adjust the lower horizontal bar
so that it is slightly higher
than the beltline. Grasp the
handles and pull outward. (See
fig. 3-41, G.) Apply maximum
effort and hold for approxi¬
mately 8 seconds. Relax for 5
seconds between repetitions;
perform four repetitions.
Moving the body closer to or
farther away from the bar will
change the stress from the
upper arms to the forearms. The
Marine obtains progression by
lengthening the stress period
to 10 seconds.
(8) Exercise 8: Isometric
Compression. (See fig. 3-41,
H.) Maintain the position as
in exercise 7. Grasping the
handles in the same manner,
press in with maximum effort
and hold for approximately 8
seconds. Relax for 5 seconds
between repetitions; perform
four repetitions. The Marine
obtains progression by length¬
ening the stress period to 10
seconds.
(9) Exercise 9: Isometric
Press. Remove the lower hori¬
zontal bar. Adjust the upper
horizontal bar until it is
about 6 inches lower than the
extended arms can reach. Step¬
ping on the footplates at the
bottom of the frame, grasp the
bar with both hands and push
up. (See fig. 3-41, I.) Keep
both the legs and arms
slightly flexed and the back
straight. Apply maximum effort
for 8 seconds, then relax for 5
seconds. Complete four repe¬
titions . The Marine obtains
progression by lengthening the
stress period to 10 seconds.
(10) Exercise 10s Inclined
Pushup. Assume the front lean¬
ing rest position with the feet
on the bench. (See fig. 3-41,
j. ) Keeping the back and legs
straight, lower the body until
the nose touches the ground.,By
extending the arms, raise the
body to the starting position.
Repeat as many times as
possible.
3903. THE 6-12 PLAN
a. Description and Objective.
The 6-12 plan of physical
fitness has been developed to
assist in regulating quantity
and progression and to provide a
convenient set of exercises.
This is a basic program and will
take 18 weeks to complete if you
follow the moderate progression
as to the time prescribed for
3-82
each level of achievement. The
time can be shortened as
explained below. This plan con¬
sists of six basic exercises a
day which can be completed in 12
minutes. There are six tables of
six exercises each, thus allowing
you to progress from table to
table. The plan is progressive,
fits any age group, contains
balance and variety, and applies
the principle of overload in a
safe and gradual manner. Begin
at Table I, Progression Guide,
with the number of repetitions as
indicated by age.
b. Formation. If just starting
an exercise program, do not rush
through the first table. Remem¬
ber, individuals should remain at
each level for about a week
before moving upward. The time
allotment stated for each exer¬
cise at the bottom of the tables
is a guide; some people may take
more and some less time on the
individual exercises. At the end
of a one-week period, when the
individual can comfortably per¬
form the six exercises in 12
minutes, move on to the next
level. To a certain degree, the
individual must be the judge of
his ability to progress from
level to level and table to
table. If starting with a certain
degree of fitness, some of the
beginning tables may present
little challenge.
c. Starting Level and Progres¬
sion. There are three levels of
achievement for each age group,
indicated as A, B, and C. Start
at the C level for the appropri¬
ate age group. At the end of a
one-week period, or when the
individual can do all exercises
at that level within 12 minutes,
progress to the B level. At the
end of the second week, or when
the individual can accomplish
that level within 12 minutes,
progress to the A level. At the
conclusion of the third week or
when the individual can achieve
the A level within the time
limitation, move on to table II.
(See Tables I through VI, Pro¬
gression Guide.)
d. Maintenance Level. Attempt
to work through all six tables.
If this proves to be too diffi¬
cult, then maintain exercise at
the—
(1) A-level on Table IV, Pro¬
gression Guide if in the 45 to
49, 50 to 59, or over 60 age
group.
(2) A-level on Table V, Pro¬
gression Guide if in the 17 to
29, 30 to 39, or 40 to 44 age
group.
e. Precautions. To achieve the
maximum benefit, perform each
exercise exactly as specified.
Read the descriptions and study
the illustrations. Do not slight
the movements. Use a sensible
approach and follow these four
points as they apply before
starting or during your exercise
program.
(1) If you have the slightest
doubt about your ability to
participate in this exercise
program, consult a physician.
(2) Stop immediately if you
notice unusual breathlessness
or chest pain while taking part
in these exercises. If these
conditions persist, consult a
physician.
The following Tables of Progres¬
sion Guides and Exercises are the
progression of the 6-12 Plan
program.
PROGRESSION GUIDE
AGE
EXERCISES
GROUP
LEVEL
—r~
2
3
4
5
6
17
A
15
IB
14
15
15
250
to
B
13
16
13
13
13
235
79
C
11
14
12
11
11
iiJ
30
A
13
14
12
13
13
200
to
B
11
13
ii
11
11
185
39
c
9
12
10
9
9
165
40
A
u
ii
10
u
n
150
to
B
9
10
9
9
9
135
44
c
7
9
8
7
7
120
45
A
9
B
8
9
9
100
to
B
7
7
7
7
7
90
49
c
5
6
6
5
5
60
50
A
7
6
6
7
7
75
to
B
5
5
5
5
5
70
59
C
3
4
4
3
3
60
60
A
4
5
. 4
4'
4
50
and
B
3
4
3
3
3
40
c
2
3
2
2
2
30
Minutes for
eoch exercise
2
1
1
1
2
5
1. Side straddle, >rmi overhead and straight, palms facing.
— Turn trunk to the left and bend forward over the left thigh,
attempt to touch the fingertips to the floor outside the left
foot, keep the knees straight. Alternate the movement to the
opposite side.
— Down and up to one side is one repetition.
2. Kneeling front rest, hands shoulder width apart. The weight
is supported on the knees and by the arms.
— Bend elbows and lower body until chest touches the floor.
Keeping knees on the floor, raise body by straightening the
arms.
— Down and up is one repetition.
i. Supine position, fingers interlaced and placed )>ehind the head.
— Maintaining the heels on the floor, raise the head and shoul¬
ders until the heels come into view. Lower the head and
shoulders until fingers contact the floor and head rests on the
hands.
— Up and down is one repetition.
4. Body erect, feet slightly spread, fingers interlaced and
placed on rear of neck at base of the head.
— Bend the upper trunk backward, raise the chest high, pull the
elbows back, and look upward. Keep the knees straight. Re¬
cover to the erect position, eyes to *he front.
— Bending backward and recovery is one repetition.
5. Body erect, feet spread less than shoulder width, hands on
hips, elbows back,
— Do a full knee bend, at the same time bund slightly forward at
the waist. Touch the floor with the extended fingers, keeping
the hands about six inches apart. Resume the starting posi¬
tion.
— Down into the touch position and return to the starting posi¬
tion is one repetition.
6. Run in place, lift feet 4 to 6 inches off floor. At the comple¬
tion of every 50 steps do 10 "Steam Engines". Repeat se¬
quence until the required number of steps is completed.
— Count a step each time left foot touches the floor.
Steam Engines - Lace the fingers behind the neck and while
standing in place raise the left knee above waist height, at
the same time twist the trunk and lower the right elbow to the
left knee. Lower the left leg and raise the right leg touching
the knee with the left elbow thus completing the movement to
that side. Continue to alternate the movement until the se-
quence is completed.
Table I. Progression Guide
r-. „ - | , ; | f r- --
I. Wide side straddle, arms overhead and straight, palm* fac¬
ing.
— Bend at the knees and the waist, swing the arms down, and
reach between the legs as far as possible. Look at the hands.
The thighs are parallel to the floor during the bend. Recover
to the starting position with a sharp movement.
— Down and'up 10 one repetition.
progression guide
AGE
GROUP
EXERCISES
LEVEL
1
1
3
i 4
5_
6
17
A
17
17
17
9
19
300
to
8
15
15
15
8
17
270
29
C
13
i:
13
7
15_
245
30
A
15
15
15
8
17
235
to
8
13
13
13
7
15
2)0
39
C
11
11
11
6
13
190
40
A
13
13
13
7
15
175
to
8
11
11
11
6
13
155
44
C
9
10
9
5
11
135
45
A
11
11
11
6
13
125
to
8
9
9
9
5
11
DO
49
C
7
7
7
4
9
100
50
A
9
9
9
5
11
95
to
8
7
7
7
A
9
85
59
C
5
5
5
3
7
75
60
A
6
7
7
4
9
70
and
8
5
5
5
3
7
60
over
C
4
4
4
2
5
50
•och e»erc«te
1
1
1
11/2
1 1/2
6
2. Front leaning rest position with body straight from head to
heels.
— Bending at the waist and keeping the knees locked, jump for¬
ward to a jack-knife position bringing the feet as close to the
hands as possible. With the weight on the hands, thrust the
legs to the rear resuming the front leaning rest position.
— Up into the jack-knife position and return to the front leaning
est position is one repetition.
3. Supine position with arms straight overhead, palms facing.
— With a sharp movement sit up, bringing the heels as close to
the buttocks as possible and the knees to the chest. Swung the
arms in an arc overhead to a position outside the knees and
parallel to the floor. To recover swing the arms overhead
keeping them straight. At the same time move the legs for¬
ward until they are straight.
— Sitting up and returning to the supine position is one repeti¬
tion.
\
4 a Feet spread more than shoulder width apart, fingers laced
behind the neck and elbows are back.
— Bend forward at the waist vigorously, then twist the trunk to
the left, then to the right and return to the erect position.
— Keep the knees locked and back straight.
— Bend forward, twist left, twist right, and return to the erect
position is one repetition.
5. Bend forward at the waist, grasping the right toes with right
hand, left toes with left hand, knees are slightly bent.
— Walk forward retaining this position.
— Count a repetition each time a foot contacts the floor.
6. Run in place, lift feet 4 to b inches off floor. At the com¬
pletion of every 50 steps do 10. "Heel Clicks". Repeat se¬
quence until the required number of steps is completed.
— Count a step each time left foot touches the floor.
Heel Clicks - Jump upward about 12 inches and bring the
heels together. Before landing on the floor, separate the
feet 15 to 18 inches. Immediately upon contact with the
floor repeat the jump and heel click.
Table II. Progression Guide.
3-86
PROGRESSION GUIDE
AGE
EXERCISES
GROUP
LEVEL
—i—
~r~
3
4
~T~
4
17
A
10
19
19
16
10
350
lo
B
9
17
17
15
9
315
29
C
8
15
15
14
8
280
30
A
9
17
17
14
9
270
to
B
8
15
15
13
B •
240
39
C
7
13
13
12
7
210
40
A
e
15
15
12
8
200
to
B
7
13
13
11
7
180
44
C
6
11
11
10
6
160
45
A
7
13
13
10
7
150
to
B
6
11
11
9
6
135
49
C
5
9
9
B
5
120
50
A
6
11
11
8
6
115
to
B
5
9
9
7
5
105
59
C
4
7
7
6
4
95
60
A
5
9
9
7
5
90
ond
B
4
7
7
6
4
80
over
C
3
5
5
4
3
70
Minutes tor
eoch eaercite
1 1 '2
1
1
1 1 '2
1
6
1. Feet spread less then shoulder width apart, hands on hips,
elbows back.
— Do a full knee bend, trunk erect and thrust the arms forward.
Recover to the erect position, and with knees locked, bend
forward at the waist and touch the toes and recover to the
erect position.
— Down into the full knee bend, recover, touch toes and recover
is one repetition.
2. Front leaning rest position with body straight from head to
heels.
_Lower the body until the chest touches the floor, keep body
straight. Recover by straightening the arms and raising the
body.
— Down and touch the floor and recovery to the front leaning
rest position is one repetition.
$. Supine position, arms overhead, palms facing.
— With a sharp movement sit up, thrust the arms forward and
touch the toes.
— Keep the legs straight and the heels in contact with the floor.
— Sit up, touch toes, and resume the supine position is one rep¬
etition.
4 . Supine position, arms overhead, palms upward.
— Raise the legs and swing them backward over the head until
iocs touch the floor. Recover by returning legs to the start¬
ing position. ,
— Touch toes overhead and recover to supine position is one
repetition.
5. Erect position, feet together.
— Bend knees and place hands on floor i shoulder
width apart. Thrust legs to the rear, body
straight from head to heels. Move legs forward
assuming squat position, elbows inside of knees.
Assume erect position.
— Down into full squat, legs to the rear, back to full
squat and return to the erect position is one repe¬
tition.
o, Run in place, lift feet 4 to 6 inches off floor. At the comple
tion of every 50 steps do 10 "Knee Touches Repeat se¬
quence until the required number of steps is completed.
— Count a step each time left foot touches the floor.
Knee Touches - From a stride position, bend the knees and
touch the knee of the rear leg to the floor, straighten legs,
jump upward and change position of the feet. Again bend
knees and touch the opposite knee. Continue alternately
touching each knee.
Table III. Progression Guide.
3-88
Table III. Exercises
PROGRESSION GUIDE
AGE
EXERCISES
GROUP
LEVEL
—i—
5
3
4
_
6
17
A
12
9
12
24
25
400
to
ft
11
8
n
22
23
380
29
C
'0
7
10
21
21
360
30
A
11
8
ii
23
23
305
to
8
10
7
10
21
21
290
39
C
9
6
9
20
20
275
40
A
10
7
10
20
21
225
to
ft
9
6
9
18
18
215
44
C
8
5
8
16
16
205
45
A
8
6
8
18
16
175
to
ft
7
5
7
14
14
165
49
C
6
4
6
12
12
155
50
A
6
5
6
13
13
135
to
ft
5
4
5
11
11
130
59
C
4
3
4
10
10
120
60
A
5
4
5
10
10
100
and
ft
4
3
4
9
9
95
C
3
2
3
8
8
90
Minutes ft*
1
eoch exorcise
1
2
1
I. Erect position, hands at sides, feet spread slightly.
— Bend knees, incline trunk forward, and place hands on floor
between legs. Straighten knees, keeping feet in place and
fingers touching floor. Again bend knees and resume the
first position. Recover to the erect position.
— The above sequence is one repetition.
Z. Erect position, hands at sides, feet together.
— Bend knees, place hands on floor between leg B . Thrust legs
to the rear. Execute two complete push-ups and then thrust
the legs forward bending the knees with arms between the
knees. Recover to the erect position.
— The completion of all eight counts is one repetition.
3. Back position with arms out to sides and legs raised to the
vertical.
— Lower legs to the left, raise legs to the vertical, lower to the
right, again raise to the vertical.
— Keep legs together and the head and hands in contact with the
floor throughout the exercise.
— The above sequence is one repetition.
4. From back position, raise legs with heels 10 to 12 inches
from the floor.
—Spread legs as far as possible, close them together. Con¬
tinue to open and dose legs until required repetitions have
been completed.
— Opening and closing legs is one repetition.
5. Front leaning rest position, body straight from head to heels.
— Bend the left knee and bring the left foot as far forward as
possible, return left leg to original position. Repeat move¬
ment with the right leg. Continue exercise alternating left
and right legs.
— A leg thrust forward and returned to the rear is one repeti¬
tion.
6. Run in place, lift feet 4 to 6 inches off floor. At the comple¬
tion of every 50 steps do 10 "Jumping Jacks". Repeat se¬
quence until the required number of steps is completed.
— Count a step each time left foot touches the floor.
Jumping Jacks - Feet spread shoulder width apart, arms ex¬
tended overhead. Jump upward, bring heels together and at
same time squat to a full knee bend position, bring the arms
downward and place hands on the floor.elbows inside of knees,
directly under the shoulders. Jump to the side straddle and
swing the arms sideward overhead.
Table IV. Progression Guide.
3-90
PROGRESSION GUIDE
AGE
EXERCISES
GROUP
LEVEL
r~
2
3
s
6
17
A
14
13
28
14
30
450
to
i
13
12
27
13
28
430
29
c
12
11
26
12
26
410
30
A
12
12
25
12
26
350
to
•
11
11
24
It
24
330
39
c
10
10
23
10
22
310
40
'a
11
11
23
11
23
250
to
8
10
10
21
10
21
240
44
c
»
9
19
9
19
230
45
A
9
»
20
9
20
200
to
i
8
8
18
8
18
190
m
c
7
7
16
7
16
180
50
A
7
7
16
7
16
170
to
ft
6
6
14
6
14
155
59
c
5
5
12
5
12
140
60
A
6
6
12
6
12
115
and
ft
5
5
11
5
10
110
over
c
4
4
9
4
9
105
Minutes for
each exerciie
2
1
1
2
1
5
1. Feet spread more than shoulder width, arms sideward at
shoulder level, palms up.
— Turn trunk to the left as far as possible then recover slight¬
ly, repeat to the left and recover slightly. Turn trunk to the
right as far as possible, recover slightly, repeat to the right
and recover slightly.
— The head and hips remain to the front throughout the exercise.
— The above sequence is one repetition.
2. Front leaning rest position, body straight from head to heels.
— Bend the elbows slightly and push with the hands and toes
bouncing the body upward and completely off the floor. In
contact with the floor resume the front leaning rest position,
— Propelling the body upward and the return to the floor is one
repetition.
3. Back position, hands interlaced and placed under head,
knees bent with feet flat on the floor,
— Sit.up bending the trunk forward and attempting to touch the
chest to the thighs. Recover to the back position without
moving the feet.
— Sit up and recovery to the back position is one repetition.
4. On back, arms sideward, feet raised 12 inches from the
floor, knees straight. *
— Keeping the legs together, swing legs as far to the left as
possible, swing legs overhead, then to the right as far as
possible and recover by swinging legs to the front.
— Legs stop momentarily at each position and do not contact
floor until all repetitions are complete.
— One repetition is completed when legs make the complete
circle.
5. From a stride position do a deep knee bend and grasp the
right ankle with the right hand, left ankle with the left hand,
arms outside knees.
— Walk forward maintaining the grasp* of the ankles.
— One repetition is counted each time the left foot contacts the
floor.
6. Run in place, lift feet 4 to 6 inches off floor. At the com¬
pletion of every 50 steps do 10 "Hand Kicks". Repeat se¬
quence until required number of steps is completed.
Hand Kicks - Stand in place and kick left leg upward, at the
same time extend the right arm touching the toe and hand.
Repeat with right leg extending left arm.
Table V. Progression Guide.
92
PROGRESSION GUIDE
AGE
LEVEL
EXERCISES
GROUP
1
2
3
5
— r~
17
A
17
15
32
32
35
500
to
6
16
14
30
30
33
480
29
C
15
13
28
28
31
460
30
A
15
13
30
»
31
400
to
B
14
12
28
28
29
380
39
c
13
It
26
26
27
360
40
A
13
10
27
27
27
310
to
B
12
9
25
25
25
285
44
C
11
8
23
23
23
255
45
A
11
9
23
23
23
250
to
B
10
8
21
21
21
230
49
c
9
7
19
19
19
210
50
A
9
8
19
19
19
200
to
B
8
7
17
17
17
190
59
C
7
6
15
15
15
175
60
A
8
7
15
15
17
140
and
B
7
6
13
13
15
IX
over
C
5
5
10
10
12
120
Minutes for
eoch exercise
2
1
1
1
,
. 6
1 . Feet spread shoulder width apart, left fist clenched and over
head, right fist clenched at waistline in' rear of body.
— Simultaneously thrust the left fist as far to the right as pos¬
sible and the right fist as far to the left as possible. Recov¬
er and repeat. Reverse the hands with the right fist above
the head and the left in rear at the waistline. Repeat the
movement to the opposite side by thrusting the upper body to
the left with the arm motion.
■*—The above sequence is one repetition,
2. Front leaning rest position.
— Bend elbows slightly and push with the hands and toes bounc¬
ing the body upward and completely off the floor. At the
height of the bounce, clap the hands and quickly return them
to a position directly under the shoulder to catch the body
weight.
Push off the floor, clap hands, and return to the front lean¬
ing rest position is one repetition.
3. Back position, arms extended to the side at 45 degrees.
Raise the legs and the trunk into a V position bringing the
trunk and legs as close as possible. Return to back
position.
— Raising the legs and trunk and recovery to the back posi¬
tion is one repetition.
4. Prone position with hands clasped in small of the back.'
— Arch the body, holding the head back and rock forward, re¬
lax and repeat the movement.
— Arch the body, rock forward, and relax is one repetition.
From a sitting position lift the hips supporting the body on
the hands and feet.
— By moving the arms and legs walk on all fours either forward
or backward.
— A repetition occurs each time the left hand contacts the floor.
b. Run in place, lift feet 4 to 6 inches off floor. At the comple¬
tion of every 50 steps do 10 "Pike Jumps". Repeat sequence
until required number of steps is completed.
Pike Jumps - Jump forward and upward from both.feet, keep¬
ing the knees straight. Swing the legs forward and touch the
toes with the hands at the top of each jump.
Table VI. Progression Guide.
3-94
x >> K y
EXERCISE 1
F
Tl-'-s
EXERCISE 2
f”*-,
EXERCISE 3
EXERCISE 4
}
EXERCISE 5
t r
* 1
EXERCISE 6
L
Table VI. Exercises.
(3) Unless you have ex ®5 c £ s ®Q
regularly and know yourself to
£e g in good physical «mdxtxon,
start at table I with the C
level appropriate to your age.
14) If you are out of shape,
admit that ; £ . ftCt j£ er ^ fl °™
Hide your pride; after a , Y
are in the privacy of your own
quarters. Set your goal forthe
longer, steadier pull “ward
ri4. n aec Resist the urge u
pass 6 over the lower numbered
tables to find a table that
5m test your fitness
not trying to test, but rather
to develop.
3904. WEIGHT TRAINING
wpiaht or barbell training should
5° s ™ as Y a competitive sport.
Slight lifting is designed to
develop specific muscle groups so
ihlt the individual is capable of
lifting a large amount during a
single lift. In contrast, weight
training is the systematic devel-
opment of » e U us f e Qf ^ustC^cs
mXrcId with weight to provide
resistance.
3905. WEIGHT LIFTING
a Description and Objective.
The weight lifthl
progressive and appli
principle of overload m a safe,
gradual manner. The ex ®^ s ?® 15
?ha table fe e comple^ in^S
exercises is to develop strength
!*“muscular endurance, and
muscle tone of the five
muscle groups: legs.arms, back^
trunk, and shoulder girdle, (bee
fig. 3-42 .)
b. Warmup. A warm up exercise
is important to prepare the body
for the more vigorous exercises
lh*t are to follow. Ten repeti¬
tions of the high jumper exercise
are excellent for a warm up
neriod Also, an exercise which
Sill require fast body movement
is needed. To provide such exer-
rise 3 to 5 minutes of rope
skipping is recommended to
increase the individual's devel¬
opment potential.
c Formation. Marines should
take care in the completion of
these weight lifting ® xe t rc ^®®;
They should ensure that their
back is straight during the lif
ing phase of all exercises. When
exercises require the
standing position w^ th e
weight, they should always grasp
the 9 weight while in a squatting
position and then rise to a
standing position. «.
d. progression. Each exercise
has a starting number of re P®"
titions and specified pound:s of
weight. After each 4th or 5tn
Sly of exercise, the Marine
should increase the repetitions
by one until he has reached the
maximum of 10 repetitions. At
this time, the Marine should
Increase the weight by 5 pounds.
Then he should repeat the Process
again with the initial number of
repetitions.
e. Weight Training
(1) Exercise 1: Squat. (See
fig. 3-42, A.) Starting level--
six repetitions, 50 pounds
(commonly called the f l*tfoot
deep knee bend). Place
upon the shoulders. Stand with
feet about 18 inches apart.
the feet flat, lower
3-96
the . body into the low squat
position. Stand erect and
repeat. Exhale while lowering
into the squat position and
inhale while standing. This
constitutes one repetition.
(2) Exercise 2s Waist Bender.
(See fig. 3-42, B.) Starting
level — 6 repetitions, 40
pounds. Assume the standing
position with the bar across
the shoulders and the feet a
shoulder-width apart. Bend
forward at the waist until the
upper body is parallel to the
ground; return to the starting
position. Each return to the
position constitutes
one repetition.
(3) Exercise 3: Curl (See fig.
3-42, C.) Starting level—6
repetitions, 40 pounds. Grasp
the barbell with the palms
facing to the rear and assume
the standing position with the
feet a shoulder-width apart.
With the barbell held in front
of the hips, flex the elbows
and lift the weight until the
bar touches the upper chest.
Lower the barbell back to the
hip level position. Inhale
deeply with the upward movement
and exhale on the downward
movement. Each time that the
bar touches the chest will
constitute one repetition.
(4) Exercise 4: Side Bender.
(See fig. 3-42, D.) Starting
level—6 repetitions per side,
40 pounds. Assume the standing
position, with the bar across
the shoulders, with feet a
shoulder-width apart. Bend to
the left as far as possible and
return to the starting posi¬
tion. Repeat six times and then
execute the same procedure to
the right for six repetitions.
(5) Exercise 5: Standing Press.
(See fig. 3-42, E.) Starting
level--6 repetitions, 45
pounds. Grasp the bar with the
palms facing forward and ass um e
the starting position. Curl the
weight to the upper chest posi¬
tion. Inhale deeply and press
the bar upward to an overhead
position. Exhale while lowering
the bar to the chest position.
Each time that the bar is
pressed upward constitutes one
repetition.
(6) Exercise 6: Upward Row.
(See fig. 3-42, F.) Starting
level-- 6 repetitions, 40
pounds. Grasp the bar, hands
close together, palms to the
rear, and assume the standing
position. Starting with the bar
held in front of the hips,
flexing the elbows and the
shoulder girdle muscles, lift
the bar straight up to an over¬
head position. Inhale deeply
while lifting the bar. Exhale
while lowering the bar to the
hip position. Each time that
the bar returns to the hips
constitutes one repetition.
(7) Exercise 7: Shoulder Curl.
(See fig. 3-42, G.) Starting
level--6 repetitions, 25
pounds. Grasp the bar, palms
down, and assume the standing
position. Keeping the elbows
locked, curl the bar, pivoting
the arms at the shoulders until
the bar is in an overhead
position and as far to the rear
as possible. Return the bar in
the same manner- to the hip
position. Each time that the
bar returns to the hip position
constitutes one repetition.
I
A. EXERCISE 1, SQUAT
B. EXERCISE 2, WAIST BENDER
C. EXERCISE 3, CURL
D. EXERCISE 4, SIDE BENDER
E. EXERCISE 5, STANDING PRESS
F. EXERCISE 6, UPWARD ROW
G EXERCISE 7, SHOULDER CURL
Figure 3-42. Weight Training.
ii*;
3906. ISOMETRIC EXERCISING
a. Description and Objective.
Isometric exercising is the
application of maximum effort
during an exercise period. The
isometric principle is to apply
force gradually over a 5- to 10-
second period Until the maximum
effort is applied. Relaxation
follows for approximately 5
seconds and then force is applied
again. The Marine continues this
process at the prescribed level
for each exercise for a period of
15 minutes or less. The objec¬
tive of isometric exercises is to
create muscle growth. Isometric
exercises are the fastest means
of creating muscle growth. They
are founded on the fact that a
muscle will grow only so fast
regardless of the type or dura¬
tion of the activity. The prin¬
ciple of overload —that the
muscles develop commensurate with
demand--reinforces that fact.
However, isometrics will not
develop cardiovascular or muscu¬
lar endurance. Consequently,
Marines who choose to use isomet¬
rics in their exercise routine
must also include running or some
other type of aerobic activity.
b. Area and Equipment. Isometric
exercises may be designed to be
performed with or without equip¬
ment .
c. Use With Other Programs. The
isometric exercises presented in
this section will provide a vari¬
ety from which to choose. In
addition to the exercises con¬
tained in this section, the
application of isometric force is
used in some of the exercises in
section II.
d. Door Frame Exercises. The
following exercises are designed
for use with a standard door
frame found in all offices or
barracks. (See fig. 3-43.)
(1) Exercise 1: Arm Press.
Stand in the doorway with the
legs straight, knees locked.
Using the arm muscles, press
hard upward against the top of
the door frame. Repeat for
three repetitions applying
gradual effort to maximum
contraction.
(2) Exercise 2: Leg Press.
Stand in the doorway with the
hands on the top of the door
frame, elbows locked. With
knees bent, press hard with the
leg muscles. Repeat for three
repetitions beginning with a
gradual effort and increasing
to maximum contraction. A low
platform may be necessary to
reach the top of the door frame
and still maintain a bent knee
position.
(3) Exercise 3: Side Press.
Extend both arms to the side of
the doorway. Palms are shoulder
high, facing outward. With both
arms, press hard against the
sides of the door frame. Repeat
for three repetitions. Begin
gradually and increase to maxi¬
mum contraction.
(4) Exercise 4: Lateral Raise.
Extend both arms to the sides
of the doorway, arms down,
palms facing inward. With the
back of the hands, press hard
against the sides of the door
frame. Repeat for three repe¬
titions. Begin with a gradual
effort and increase to maximum
contraction.
3-99
(5) Exercise 5: Neck Press.
Place the forehead against the
door frame, hands clasped
behind the back. Using the neck
muscles, press hard against the
door frame. Repeat for three
repetitions, then reverse
position so that the back of
the head is resting on the door
frame. Again do three
repetitions. Begin gradually
with both exercises and
increase to maximum contrac¬
tion .
(6) Exercise 6 : Door Pull.
Stand facing the edge of the
open door and grasp the door¬
knobs . Pull outward with both
arms (if doorknobs are not
available grasp the edge of the
door). Applying outward pres¬
sure, move the body toward and
away from the door. Repeat for
three repetitions. Begin with
gradual effort and increase to
maximum contraction.
(reverse blank) 3-101
Chapter 4
COMBAT WATER SURVIVAL
Section I. Marine Corps Water Survival Program
4101. MILITARY SWIMMING
Military swimming emphasizes
strokes that result in staying
power rather than speed. Marines
need to swim easily, quietly, and
with adequate vision. Strokes
should be used that allow the
Marine to carry basic combat
equipment and to tow or push a
wounded buddy while keeping the
face out of the water to allow
breathing. The best strokes to
use are the sidestroke and the
breaststroke. Marines must be
proficient i,n floating, drown¬
proofing, and in using their basic
combat equipment to make flotation
devices. They must be drilled on
using the Kapok and Mae West buoy¬
ancy compensators and on emergency
egress from helicopters, landing
craft, and amphibious assault
vehicles.
4102. PROGRAM DEVELOPMENT
Commanders of the Landing Force
Training Commands (Atlantic/Pacif¬
ic) are tasked with developing and
maintaining the individual water
survival and swimming training
program. They are responsible for
training all Marine Corps water
safety and survival instructors
and integrating this training in
to their combat readiness training
program. All Marines are deploy¬
able and as soldiers of the sea
must constantly practice the
skills necessary to achieve mis¬
sion accomplishment. Commanders
must be imaginative in program
development, integrating basic
skills development which enhances
the total mission accomplishment.
An example is teaching water¬
proofing of the Marine's backpack
so that it can be used as a
flotation device in streams or
rivers. Once learned, this skill
would be practiced first in a pool
and then in a stream or a river.
Routine inspections during
deployments would ensure that
backpacks could be used as
flotation devices.
4103. QUALIFICATION STANDARDS AND
TRAINING GUIDELINES
The inherent nature of Marine
Corps operations and training
requires that Marines achieve an
ability to survive in water.
Water survival and swimming
training is designed to reduce
fear of water, instill self-
confidence, and develop a Marine's
ability to survive in water. As a
minimum, every Marine should be
qualified as swimmer, third-class
(S3). This qualification should
be met during recruit training or
Officer Candidate School. Qnce
qualified, a Marine need not be
requalified unless requalification
at a specific level (S3 or higher)
is required by unit mission, mil¬
itary occupational specialty or
duty assignment, or for other
reasons determined by the com¬
mander. The following classifica¬
tions and standards apply to
Marine Corps water survival and
swimming training. Abbreviations
will be used for service, medical,
and training record entries citing
MCO 1510.29A, Individual Water
Survival and Swimming Training, as
authority.
4-1
a. Qualification standards and
test procedures are described in
paragraph 4104.
b. Swimmer classification and
abbreviations are:
(1) Unqualified - UQ.
(2) Swimmer, third-class (S3).
Minimum aquatic skill level for
all Marines.
(3) Swimmer, second-class (S2)—
, (a) Minimum standard for all
naval aviators, naval flight
officers, and aircrewmen with
written waiver from the
commanding officer.
(b) Requirements for military
occupational specialty 1803
(assault amphibian vehicle
officer), 1833 (assault
amphibian vehicle crewman),
1302 (engineer officer), 1371
(combat engineer), 1381
(shore party specialist), and
1379 (engineer operations
chief).
(4) Swimmer, first-class (SI)—
(a) Naval aviator, naval
flight officer, and air-
crewman qualification
requirement.
(b) Requirements for military
occupational specialty 0321
(reconnaissance man), 8652
(reconnaissance man, para¬
chute jump qualified), 8653
(reconnaissance man, self-
contained underwater breath¬
ing apparatus qualified),
8654 (reconnaissance man,
parachute/self-contained
underwater breathing
apparatus qualified), 9952
(self-contained underwater
breathing apparatus Marine
(officer/enlisted)), and 9953
(parachutist/self-contained
underwater breathing appara¬
tus Marine (officer/en¬
listed) ).
(5) Water Survival Qualified
(WSQ). Ultimate water
survival/swimming goal for
Marines.
c. Instructor and assistant
instructor classifications are—
(1) American Red Cross Advanced
Lifesaver. Individuals who are
currently certified as American
Red Cross advanced lifesavers
may assist qualified instruc¬
tors during Marine Corps water
survival/swimming training and
testing. Certification is
valid for 3 years.
(2) American Red Cross Water
Safety Instructor. Individuals
who are currently certified as
American Red Cross water safety
instructors iqay conduct swim¬
ming training and qualify
individuals as 3d, 2d, and 1st
class swimmers. Certification
is valid for 2 years.
(3) United States Marine Corps
Water Safety and Survival
Instructor. Those personnel
certified as water safety and
survival instructors by one of
the landing force training
commands may conduct Marine
Corps water survival and swim¬
ming training and American Red
Cross swimming and water
safety training. These
instructors may also partici¬
pate as assistant instructors
during the conduct of landing
force training command-
sponsored water safety and
survival instructor courses.
4-2
Certification is valid for 2
years.
(4) American Red Cross Water
Safety Instructor Trainer.
Individuals qualified who have
been certified as instructor
trainers by the American Red
Cross may train American Red
Cross water safety and basic
swimming instructors. Cer¬
tification is valid for 2
years.
' (5) United States Marine Corps
Water Safety and Survival
Instructor Trainer. Individ¬
uals qualified who are cer-
>• tified as instructor trainers
through special training
courses conducted jointly by
the American Red Cross and the
Marine Corps, under the
direction of the Commandant of
the Marine Corps, may train
water safety and survival
instructors and American Red
Cross water safety and basic
swimming instructors. Certi¬
fication is valid for 2 years.
d. Training Guidelines. Instruc¬
tors engaged in training Marines
as swimmers will use the current
edition of the American Red Cross
swimming and water safety courses
instructors' manuals as the
authoritative textbooks for
swimming procedures, strokes,
breaks, and holds.
4104. WATER SURVIVAL/SWIMMING
QUALIFICATION STANDARDS AND
TEST PROCEDURES
a. The following qualification
standards and test procedures are
applicable to Marine Corps water
survival and swimming training.
The utility uniform without
cover, boots/oxfords or socks
will be worn for all swimming
tests through swimmer, first
class. The utility uniform with
boots/oxfords will be worn as
prescribed for the water survival
qualification.
(1) Swimmer, Third-Class (S3).
To qualify as a swimmer,
third-class, a Marine must
enter the water feet first from
a minimum height of 5 feet and
remain afloat for 5 minutes.
During this time the Marine
must swim 50 yards using any
stroke or combination of
strokes. This test should be
taken by all Marines as early
as possible in their initial
training. Those unable to
pass this test will be clas¬
sified as UQ and should be
given instruction in
fundamental swimming skills.
Those who barely meet require¬
ments are swimmers who need
help and should receive
additional instruction* in
fundamental swimming skills,
whenever possible.
(2) Swimmer, Second-Class (S2).
To qualify, a Marine must enter
the water feet first from a
minimum height of 10 feet and
remain afloat for 10 minutes.
The Marine must swim 100 yards
and use the three basic
survival swimming strokes
(sidestroke, backstroke, and
breaststroke) for a minimum
distance of 25 yards each.
(3) Swimmer, First-Class (SI).
A prerequisite to qualification
as swimmer, first-class, is
successful completion of the
test for swimmer, second-class.
To qualify as a swimmer,
first-class, a Marine must be
able to do each of the
following:
4-3
t Approach a person of t
approximately the same'“*! 5
while in the water, t de ^
citrate a release, get tnat
oerson in a carry position,
Sd to. the "distressed
swimmer" 25 yards.
(b) Enter water feet
ind immediately swim under
water £er 25 yards. Swimmer
ls to break the surface twice
for breathing during
distance at intervals of
approximately 25 feet.
(c) Remove trousers inwater,
inflate for support, and
remain motionless for
minimum of 1 minute.
(d) Swim 220 yards using any
survival swimming stroke or
any combination of survival
strokes.
, 4 \ water Survival Qualifxca-
To be water survival-qualified,
a Marine must:
(a) Enter water by jumping
from a height of 10 feet.
Stay afloat in full
utility uniform (less cover)
£r l Y hour. Boots/oxfords
Will r a s e i/The water but
minutes in tne w
will be retained by tne
swimmer.
(c) Traverse 75 yards in deep
water in full utility unrform
(less cover) with boots /ox
fords.
h All water survival and
swimming training will mclud
instruction in the following:
. i \ Employment of safety lines
or other comparable expedients
lo assist in swift stream/river
crossings•
n\ Adverse physiological
facts' cause? by cold water
(hypothermia) and th e t>re
cautionary measures to be
taken prior to exposure to such
an environment.
, 3\ Employment of a standard
ind expedient flotation devices
in abater survival situation,
(4) Removal of individual fieId
equipment after unscheduled
water entry. F ntrY h ™aht of
rnade from a minimum height or
lO^feet with a complete, set of
field equipment, ^
tracked as an expedient fiota
tion device and waterproof 1
The ^ IC the Pa rifle laid Across
the°top’of the pack, the hel “®t
or put back on the
individual's tead, and the
or water's edge.
r The additional water survival
^all/ication (flight Physiology
training) and requalification
; 5?? U ir d statu P s er wufbe aS conSucted
; ^accordance with OPNAVXNST
v7in 7L promulgation of NATOP
Generai Flight and Operating
p Instructions. Swimming q ua 1
? f n > a tinn (first-class, SI) i-S a
! prerequisite to water survival
(flight physiology) training
is a one-time requirement.
4-4
Section II. Water Sports and Competitive Activities
4201. GENERAL
The commander, when developing the
combat readiness program, needs to
look carefully at the mission. If
the mission requires Marines who
must perform mission-essential
water-related activities of long
duration, he may want to look to
water sports/competitive activi¬
ties as a method of developing
•en’durance, Endurance and
confidence can only be developed
by extended time in the water.
While defined training can
accomplish this goal, the goal
can be enhanced through training
which is integrated with the
physical conditioning program.
This approach will provide variety
and enthusiasm. Two activities
which will accomplish this goal
are water relays and water polo.
The important consideration is
that the unit achieve total
participation by all members of
the unit.
4202. WATER RELAYS
Development of water relays will
generally conform to the guide¬
lines in chapter 5, section IV,
When contemplating relays, the
commander should review chapter 5
and adapt the principles to the
size of the unit and the facility
to be used.
4203. WATER POLO
The official rules provided in
this paragraph will need to be
adapted to the unit's unique
situation, its size, and the size
of the facility. Commanders should
make every effort to have all
members of the unit participate.
a. NCAA Rules. This style of
play is based on two popular
sports: swimming and basketball.
Playing is done on the surface of
the water by teams of seven
players each. The size of the
playing area is 25 yards by 14
yards, which is the size of the
typical high school or college
indoor pool. The deeper the
water, the better. If the
entire playing area is deep—6
feet or more—this is ideal
although most indoor pools have a
shallow end. At each end of the
pool is a goal. in deep water,
the goal is 10 feet across and 3
u St high. in shallow water,
where the goalie can stand on and
jump from the bottom, the goal is
10 feet across and 5 feet high.
One of the seven players on each
team is the goalie. He is the
only player on the' team who can
stand on or jump from the bottom
is shallow enough to
permit this), catch and pass the
ball with both hands at the same
time, or hit the ball with a
clenched fist. However, the
goalie may not swim across or
pass the ball across the middle
of the pool.
b. Equipment. The goalie on the
visiting team must wear a white
cap with the number 1 clearly
marked on it; his teammates, who
are designated as guards and
forwards, must wear white caps
numbered 2 through 7, with the
substitutes wearing white caps
numbered 8 through 21. The
goalie on the home team must wear
a dark-colored cap with the
number 22 clearly marked on if
his teammates designated as
guards and forwards, must wear
4-5
. i ^ a rir-rolored caps
similar darK _u 4.9 The
" a o y ol as they" ssl
changing positions stand
passing^or ^hoolfing % « enter
b h ?i bal except S that ar it is yellow
and covered with a w^erproofing
substance that makes it easier r
handle with one hand.
T> l a V i n q Time. 1 n
Jke'rcol Jgiate f cc f etition in the e
quarters ^ 8 th0 S teairs changing ends
after every periods oi_ P me
3S53S' fes.2
period the teams line up at their
ISlpective ends, and with
&3T Ml ^he *£•
In °each *2T then race
to gain possession
Officials. The head referee
a Iks along one side of the P°°
china for infractions. He is
idedby the assistant referee,
ho paJols the opposite side of
, Lni The referees are both
quipped' with whistles and two
fficial's flags. These flags
witld be 12 inches square and
ihould correspond in
•he caps worn by the respectiv
•earns. Whenever a referee sees an
infraction, he blows hi. whittle
and signals w 1 u player
indicating ^at^th ^
appropriate colored flag^will be
rriven possession of the can.
Whenever° the whistle is blown
all players should react oy
S^^SS^.-er
officials are a timer ana
Important 5 tiat a the S officials be
skilled and competent.
Technical Fouls. The
e. Tec mi me Q f the common
technical fouls: s tarting before
the referee blows his whistle t
pushing* off ’ £
?hf btu 1 unde^te^wC tackled
by an opposing player; swimming
in f de a a ore? P e°deT byl^l ball;
unles p e ball with both
hand's at the'same time (goalie
excepted); standing, walking on
frying from the bottom when
taking an active part m the
9 when a technical foul
game. _ re feree blows the
whistle 7 anS with hfe* flag awards
possession. The player ™
team awarded possession £ ear ®®t
5 secon P to a teammate or
by aY dropping the ball ■ the
water and swimming after it.
f. personal Fouls . The
following are some of the more
C ° “ ^tiliq any"" of “the technical
?oTls Mentioned above for the
nurpose of scoring or preventing
purpob holding ducking/
pulTIW, pushing off from,
4-6
swimming over, or impeding the
arm or leg movement of any
opponent who is not touching the
ball; and splashing water in the
tace of an opponent. When a
personal foui occurs, the referee
will follow the same procedure as
with a technical foul. While
doing this, the referee will also
call out clearly and loudly the
number of the player who was
guilty of the infraction and a
personal foul win be marked
offVAi*! that player b Y the
official scorer, when a player
accumulates five personal fouls,
he fouls out of the game and must
be replaced by a substitute.
g. Penalty Shot. A penalty shot
can be awarded by either of the
orficials or the scorer when:
• An offensive player inside
the opponents' 4-yard line
not touching the ball is
heid ducked, pulled-back,
kicked, or struck.
• A team has accumulated a
total, of ten personal fouls.
Wften the former occurs, the
head or assistant referee
should immediately blow the
whistle and by holding a two-
flagged stick in a vertical
position above his head,
signal that a penalty shot
has been awarded. When the
occurs, the scorer
should use a buzzer located at
the scorer's table to signal
that one team has accumulated
b ^ Pf rson al fouls, thereby
entitling the other team to a
penalty shot. A penalty shot is
frnn? the 4 " ya rd line in
front of the goal. All players
except the defending goalie
until Af Ve . thS . 4 ~Y ard line
until the shot is taken. No
Can be within 1 yard of
l£^ S ^° ter v/ After ascertaining
the 4 ^ acting player is on
the 4-yard line and the goalie
1£ \ on the goal line! thS
referee will ask the shooter to
+u ft UJ v the ba ll* When he does,
^V% feree u Wi11 give a Sharp
blast from the whistle. At the
whistie, the shooter must shoot
without delay and without any
faking at the goal. The goalie
may try to block the shot, if
he does, or the shot is other¬
wise missed, it is immediately
m play and action continues.
h. When a Goal is Scored. When
L goa . 1 , 1S scored, either from a
f?oIri taken a Player out in the
H«? 1C ^’ 0r by Penalty shot, the
?hf S K d ^ g 5°alie must then pass
the ball to the nearest referee.
? b ® f®ieree will then pass the
ball back to the goalie, who puts
\ nto Play by a pass to one of
nis teammates as soon as possible
4-7
Section III. The Battle Swimming Test
4301. GENERAL
The battle fitness test is the
evaluation contained in^the
Guidance for Bas ^ f the
Training (BWT ) as part of the
Basic Warrior Training Concept
Plan.
4302. THE BATTLE SWIMMING TEST
The battle swim test consist of
the followings
Re able to climb a three
mker high board, while wearing a
field uniform, carrying a M-16,
web gear, and four canteens. Jump
off blindfolded, recover and swim
100 meters with the M-16.
ReDeat the same process,
without the blindfold, and *P° n
entering the water a second time^
recover and retriove aii
submerged gear.
c. Remain afloat and tread water
for five minutes.
d. Demonstrate a knowledge _o£
how to cross a stream »™g fieU
expedient techniques and a single
strand rope bridge.
e. Successfully complete
helicopter egress training.
4-8
Chapter 5
COMPETITIVE CONDITIONING ACTIVITIES
Section I. Organization of Competitive Activities
5101. LEADERSHIP OF COMPETITIVE
ACTIVITIES
a ’ p f ace in the Program. Com¬
petitive conditioning activities
consist of dual combatives,
relays, team contests, and team
sports in which individuals or
teams compete against an opponent
to wm. Competition is one of the
best ways of maintaining interest
in the physical training program
during the sustaining stage.
Organized competition provides
enjoyabie, vigorous physical
activity that has proved to be
one of the best supplements to
™nditioning drill activities.
The benefits of competition are
the development of aggressive¬
ness, unit pride and identity,
teamwork, and the will to win.
These activities help develop
Ca i r< ^ lovas cular and muscular
endurance, strength, and coor¬
dination. Scheduling competitive
activities in an orderly and
progressive manner is desirable
The progression should be from
relays to dual combatives, to
team contests, and finally to
team athletics. These activities
should be conducted as part of
the program after a basic level
conditioning has been
developed, usually during the
slow-improvement stage of con¬
ditioning. Muscles and joints
should be strengthened by pre-
conditioning to withstand the
strain placed upon them by sudden
stops and turns, body contact,
bearing of weight, and falls.
Competitive activities, however,
should not be allowed to dominate
the physical training program.
b. Area and Equipment. Some o;
the competitive activities
included in this chapter require
specific types of areas anc
equipment; others do not. The
area requirement can usually be
avai lable training
fields. When items of equipment
5 e 9 uireci or specific courts
or field layouts are to be marked
off, such information is
included. s
?;^i* ea< i erShip * The Principal
factor for success as a leader
of competitive activity is an
energetic, dynamic, enthusiastic
approach. The leader's attitude
is reflected by the group, so
the commander must carry on the
activity in a snappy and vigor¬
ous manner. Confidence on the
part of the commander, will
create an impression of * deci¬
siveness and certainty. Confi-
l e f e £ rows oa t of experience
ana a thorough knowledge of the
activity. Mastery of subject is
e first step in developing
confidence, assurance, and
poise. '
(1) The following suggestions
are offered for leaders of
competitive combatives, con¬
tests, and sports:
(a) Get the activity under¬
way quickly by selecting and
teaching only the essentials.
(b) Use rules to add to the
enjoyment of the activity and
do not allow them to inter¬
fere with the spirit of
competition.
5-1
(c) Stop the activity before
interest begins to lag.
In team contests, clearly
distinguish sides by
attempting to maintain uni
identity.
(e) Always insist or
play, enforcing the
impartially.
fair
rules
m The following procedure is
recommended for presenting a
competitive activity.
(a) Name the activity.
(b) Briefly explain the
objective of the activity and
give only the pertinent
rules.
/p\ Have a demonstration at
slow speed and answer
questions.
(dY Organize groups into
teams and appoint captains.
(e) Arrange teams in the
proper starting positions.
(f) Conduct the activity.
d. Competitive Units. Units for
competition should be thesame
organizations m which Marines
train: battalions, companies,
platoons. in most situations,
the unit is the squad.
Provisions for Instruction,
ne of the most effective methods
f maintaining interest and
articipation m competitor
ctivities is to provide
nstruction in activities with
hich most Marines are unacq¬
uainted . Such instruction can
ie conducted during re 9 ular
>hysical training periods. Care¬
ful planning is required to keep
all individuals continuously
enaacred in vigorous activity. The
matfe r i a 1 s in the following
sections should be used as a
guide for instructional purposes.
f. Officiating and Control.
Every effort should be made to
provide good officials or
competitive activities. Poor
officials quickly cause dl ®“
satisfaction among *
in team activities and create a
situation which can turn an
organized activity into a brawl.
Each company should have or
develop several competent and
qualified officials avail ^J;®
for games on company and platoon
levels.
5102. MILITARY FIELD MEETS
When units reach the latter part
of the slow- improvement .and
sustaining stage of training,
interest in the program may lag.
A change in course content^ can
arouse the desire to participate.
An event which does not require
high V degree of skill yet demands
strenuous activity is ideal for
the military field meet. This is
series of team contests conducted
on a station-to-station basis
during a given period of
Team contests carried on simul¬
taneously provide essential
training, vigorous exexcise,
stimulating competition in an
atmosphere that is en]oyable for
all. Because of the healthy
rivalry that a field meet
arouses, it is an excellent form
of interunit competition.
a. Objective and Advantages. The
objective of the military fi ®J-
meet is to provide activity for
everyone in the participating
units. Activities are chosen that
5-2
Will develop aggressiveness,
teamwork, a will to win, and
competitive spirit, and that will
stimulate interest and build
esprit de corps. The military
field meet can be included as
part of the physical training
program or as part of the off-
duty recreational program. It is
a form of contest that can be
conducted in nearly all circum-
stances because it can be easily
reguires a minimum
amount of equipment, and can be
readily organized.
■v • ■ . • •
b. Lcjvel ° f Competition. The
military field meet is flexible.
=Li C i an be ad 3 uste d to large or
mall groups. A company-size unit
a i C n he v, raost ^ desirable ' but ma y
also be administered within a
larger unit. If it Is conducted
withm a company, the partic-
F pa F ing units will be squads. If
it is held within a larger unit,
platoons compose the teams. a
Unit re( iuires more
extensive organization and
administration.
c. Selection of Events. in
organizing a military field meet,
select events that are simple and
easy to administer. All rules and
regulations should be clearly
understood by everyone. No event
should require previous practice.
In selecting the events, consider
b r e ^ nt ? rest and capabilities of
the Marines and available equip¬
ment and facilities. Select
events which will require that
all members of the units
participate. Events should not
be dominated by the athletes;
rather, . MOS-related events which
s^ la Signi f iCance in P r °ducing
S ii u and comba t readiness
should be used.
d. Equipment and Facilities.
The site must be large enough to
permit events to be qrouDed
about a central control 9 poiSt
Use available facilities such as
parade decks, softball fields,
svstl? 0 ^' . public address
system is desirable at the
control point for the initial
orientation of teams and for
subsequent announcements of time
lapses, cumulative scores, and
final standings, a tally board
is necessary so that all units
can constantly monitor how the
events are progressing.
e. Administrators. Efficiem-
administratio" of the military
ref^Lj nee . t . depends on the
F^r 3udge ?' and scorers.
. F. Fi 1658 ® positions, choose
individuals within the units who
eSI e athletic officiating
experience. Prior to the day of
a11 administrators
should be briefed and assigned a
specific task in order that they
may become familiar with Ihe
rules and organization of the
contests they will conduct. Tht
available*- ° fficials be
(1) A primary instructor or
supervisor who is in charge of
the control center and who is
responsible for the successful
operation of the athletic
carnival. The supervisor must
have an assistant to act as a
timer and scorer.
( 2 ) One assistant instructor
m charge of each event. This
person should be—
(?) i a m iliar witb the rules
of the event.
(b) Effective as a leader to
ensure proper supervision and
control over the partici¬
pating teams.
5-3
(c) Enthusiastic to provide
proper motivation•
(d) Self-confident of the
ability to judge xn f Motions
of the rules. The assistant
instructor must be fair in
judgment and penalize without
hesitation when infractions
occur.
(3) Runners between event
stations and the control point-
These individuals collect and
.deliver scores.
f. Team Organization for
Competition. . The size of^the
teams is determined by .
on which the field meet is
orrranized. Maintaining the
?n r t 9 eg?ity of the unrt promotes
esorit de corps, but this does
not preclude grouping two squads
into one team.
rule of good officiating is to
use a minimum of calls,
maintain control of th e
contest. Penalize when
necessary, but refrain from
disqualifying contestants or
teams.
/ox Keep the activity moving
is rapidly as possible. «hen
the central control point
sounds the whistle to sto P th®
play, all competition ends
immediately. The aas *f ta £
instructor then asse ^ es t( ^®
croup, forwards the team
scores to the central point,
and upon a signal from the
central control P oi ^, rotates
the teams to their next
station. It is essential ^that
rotation and orientation o
teams be quick and or( ? erly
reduce time spent between
contests.
g . Conduct of Events
(1) The assistant instructor at
each station takes charge of
the group and gives a brief
explanation of the major rules
of P the event. The assistant
instructor speaks clearly a
distinctly from a £
be seen and heard by all. A
short demonstration is
desirable if it will help
clarify the event.
m The assistant instructor
ihould make certain that teams
can be clearly distinguished by
the use of, for example,
T-shirts and fatigue jackets,
or caps and no cap, or colored
jerseys. The assistant
instructor should teach a
whistle response (teams
play immediately upon hearing
whistle), get the evea ^ tar ^
as quickly as possible, <
make any necessary
as the contest progresses. The
(4) upon completion . of tne
final event, assistant
instructors move their teams
to the central control point
for the announcement ot
winning teams, Presentation^of
awards (if
critique.
any)
h. Scoring System. The system
for determining the winner of
the military field meet should
be simple and efficient.; At the
completion of competition, the
scorer totals the points that
each team has scored in all
contests. The scorer then sub¬
tracts the number of points
scored against a team (penalty
points for nonparticipation,
etc.) from the total. The
resulting scores are placed m a
column with the highest score at
the top and the lowest at the
bottom. The team with the highest
total is the winner. This type
scoring system encourages a team
?o ensure total unit participation.
5-4
Section II. Combatives
5201. DESCRIPTION AND OBJECTIVE
Combatives are strenuous, short
competitive contests in which two
individuals attempt to overcome
each other in a bout of skill and
strength. These contests help to
develop Marines' resourcefulness,
confidence, strength, agility,
coordination, and will to win. Any
level ground area can be used.
However, extremely hard ground
should be avoided as some of the
combatives require ground contact.
A whistle is needed to control the
bouts during the competition since
voice commands may go unheeded.
The extended rectangular formation
is used for dual combatives. Com¬
batives are conducted on an infor¬
mal basis. Marines are allowed to
remain at ease between activities
and are allowed to brush them¬
selves off after being on the
ground. To get the most out of
combatives, individuals must be
urged to overcome their opponents
as quickly as possible as would be
required in combat.
a. Benefits for Marine Training.
The possibility of close contact
with an enemy in combat faces
Marines at all times. They must
be trained to react aggressively
and violently. Combatives may be
used as an introduction to such
hand—to—hand contact and should
be followed by hand-to-hand
combat training. Marines enjoy
competition, and this type of
activity is a welcome change from
formal conditioning activities.
b. Instructor Responsibility
(1) The instructor tells the
individuals that all combatives
begin and end on the whistle
signal. The instructor
demonstrates each activity
before _having it performed,
explaining it in simple terms.
(2) After stopping one activ-
ity, the instructor gets
everyone in place for the
next.
(3) The instructor must closely
supervise combatives to insure
that contestants do not use
unfair or unsportsmanlike
tactics. To avoid unnecessary
injury, instructors must see
that the bouts are closely
controlled and opponents
e 5 u ally paired. Adjustments
should be made in apparent
cases of mismatched abilities,
5202. COMBATIVES TABLES
There are three tables of com¬
batives, each of which can be
completed in 15 minutes. These
tables become progressively more
difficult from lower to higher
numbers.
a. Combatives Table I
(1) Open-Hand Slap Boxing.
(See fig. 5-1, A.) Individuals
assume a boxer's stance, palms
open, fingers extended and
joined. Each contestant tries
to slap the opponent about the
head and upper body with the
open hand. This is a good warm¬
up activity.
(2) Wrist Tug-of-War. (See
fig. 5-1, B.) Two individuals
sit on the ground with the
soles of their feet in contact.
Each grasps the opponent's
wrists so that the hands are
5-5
directly over ^ividual^ries
whistle, eac ponen t from
sitting to standing position.
(3) Arm-bock Wrestling. id (See
back-to-back with legs
sit Jack to locked at the
spread and ai ^ righ t arm is
elb -L S ‘the opponent's left.
rnside the opp force the
E,ach tr ies ^ shoulder
opponent s le individual
to the ground, ^he xn . g
who first wins thre
the winner.
(4) Bulling- (Sf-L® fssi» e 5 thi
SiLtm^rel^nd wrestling hold^
ss ssnS$t£«s&
" "SgH 2 % sr
f fET ^ pushing, **
ffidua! “ho. ii rst
bouts is the winner.
(5) Indian
* 19 - ™the ’ground, aide by
side , with their heads
S 5 h? tfbo.s. 0" or th b ®
inS X r a U l t0 a'g r e S e» 9 e n n t , “ a cl
individual III
approximately the opponent's
enough to e “ yay the contest,
heel. To start tTR aises the
each Person usual! I Y hmically
le 3 n hr t e he thlrf “me engages
and on the tnir Each
the upponan the ot her over
tries to . . lpia i S used
backward. The ng the left
for three bouts, then
leg for three bouts.
A. OPEN-HAND SLAP BOXING
B. WRIST TUG-OF-WAR
C. ARM-LOCK WRESTLING
J A.
D. BULLING
E. INDIAN WRESTLING
Figure 5-1- Combatives Table X-
b . Combatives Table II
f x W rist Bending. (See fig-
i l A ) Opponents pair off,
l£ each ??her raise their
arms ^^erlock their P fin-
S At the starting signal,
fach individual attempts £
bend the opponent sjr £orward
ST a?T not" allowed to swing
Srfndfvtdudrwh^ first wins
f* bouts is the winner.
,o\ nack-to-Back Push. ( s ®®
(?) ^ Two individuals
f i 9 ;d ^ak-io-baok with elbows
fooked Each right arm is
l° C K:ea. opponent's left
i™. At the starting signal,
5-6
each pushes backward, trying to
^iove the opponent. Opponents
are not allowed to lift and
carry each other; only pushing
pushes the opponent the
i Wi u S the b °ut. The
individual who first wins two
bouts is the winner.
(3) Hop and Pull Hand. (See
aio* 5 ~ + . 2 u S'K The ind ividuals
are matched in pairs. Each
grasps the opponent's right
hand and, hopping on the right
foot, attempts to pull the
opponent off balance. Contes¬
tants automatically lose if
they touch their free hand or
their lifted foot to the
ground. For successive bouts,
they alternate hands and feet.
7 ( tiJ We ^ ,n0reland Nestling.
(See fig. 5 - 2, D. ) Each
contestant grasps the back of ;
the opponents neck with the
^ht hand and the opponent's
right elbow with the left
hand, in this position, each
attempts to pull, push, or
lorce the opponent to touch the
ground with any part of the
. °dy other than the feet. The
individual who first wins two
bouts is the winner.
(5) Crab Fight. (See fig. 5 -2,
E. ) Two individuals sit on
the ground facing in opposite
directions with their hands on
the ground behind them. At the
whistle, they raise their hips
K P ^f- h With their shoulders
fhl b0 ^t eS ', each tr y in 9 to make
the other s hips touch the
ground.. The individual who
first wins two bouts is the
winner.
A. WRIST BENDING
B- BACK-TO-BACK push
C. HOP AND PULL HAND
D. WESTMORELAND WRESTLING
E. CRAB FIGHT
Figure 5-2. Combatives Table II.
c. Combatives Table in
(i) Hand Wrestling. (See fig.
o-3. A.) Two individuals stand
facing each other. Their right
ffjjf are forward and braced
side by side. They grasp right
hands for the first bout, lift
hands for the second bout. Each
P s, pushes, makes sideward
movements, and otherwise maneu-
to forc ® the opponent to
move one or both feet from the
original position. The contest¬
ant who first wins two bouts is
the winner.
( 2 ) Back-to-Back Tug. (See fig.
0 - 3 , B.) Two individuals stand
back-to-back with both arms
the ri^ht^ elbo Y s * Each has
tne right arm inside the
opponent's left arm. At the
5-7
starting signal, each
to pull the opponent. Lifting
and carrying are permitted. The
contestants must maintain their
original direction and keep
their arms linked. After a
predetermined time, the Player
pulled or carried the farthest
is the loser.
(3) Wrestling to Lift off Fee t-
See fig. 5-3, C.) Contestants
face each other. Each places
'the right arm under the
arm of the opponent and around
the body. The left arm is over
the opponent's right shoulder.
Each tries to lift the other
off the ground. The individual
who first wins two bouts is the
winner.
(43 Arm Pull Between Legs. (See
fia 5-3, D.) Two individuals
are' pairid oif, back-to-back.
Each bends forward and,
extending the right arm between
the legs, grasps the opponent s
right wrist. At the starting
signal, each person attempts to
pull the opponent. After a
predetermined time, the player
who has pulled the opponent the
farthest is the winner of the
bout. The one who first wins
two bouts is the winner. Repeat
with the left hand and then
both hands.
(5) Rooster Fight. (See fig.
5-3, E.) Each contestant grasps
the left foot with the right
hand from behind, and the right
arm with left hand. Each hops
on the right foot, and, by
shoulder-butting the opponent
or by feinting and sudden
evasions, forces the opponent
to let go of the foot or arm.
The contestant who first wins
A. HAND WRESTLING
B. BACK-TO-BACK TUG C. WRESTLING TO LIFT OFF FEET
D. ARM PULL BETWEEN LEGS E. ROOSTER FIGHT
Figure. 5-3.
Combatives Table III.
5-8
Section iii. Relays
5301. DESCRIPTION AND OBJECTIVE
Relays are races in which each
member of a team runs one leg of
the race. The team effort decides
the winner. Relays provide stimu¬
lating competition and contribute
to the conditioning of personnel.
They also develop aggressiveness,
team spirit, and the will to win.
Relays should be dispersed
throughout the program for short
periods of time to provide a
change of activity.
a. Team Organization. Relays
are conducted most efficiently in
platoon-size groups. Teams of
equal . size must be organized.
Competitive spirit is encouraged
5* nc * teams are organized better by
basing teams on units such as
squads, crews, or sections. Team
captains should be designated.
Extra Marines may be used as
officials. The number of indi¬
viduals on a relay team should be
limited to squad size. If larger
teams are used, the runners will
spend too much time awaiting
their turns and too little time
actually participating. Two to
six teams are ideal for relay
competition. It is difficult to
keep track of winners when more
teams compete.
b. Administration of Relays
(1) The time spent on any one
relay should be relatively
short, if one team achieves a
substantial lead in a long
relay, the competitive spirit
and enthusiastic participation
of the other teams may
decrease. Several short relays
are generally better than one
long relay.
(2) To maintain competitive
spirit throughout a number of
reiays, determine the teams
that win, place, and show in
each relay and their total
points for all relays. This can
be done by awarding points to
an teams on the basis of
position at the finish of each
relay. The team with the
greatest number of points is
the winner of the entire set of
relays.
(3) Difficulties commonly
encountered in conducting
relays may be avoided by the
following procedures:
(a) The last player in a
relay race should be con¬
spicuously identified. For
example, the last runner can
tie a handkerchief around the
head or arm, take off the
shirt, put on a hat or take
xt off, or use some other
means.
(b) Another way to keep track
of the progress of the race
is to have each player sit or
squat as soon as each is
finished.
(c) Judges at the starting
line can keep the runners
from starting too soon.
(d) To prevent contestants
from turning before they run
the full distance, they
should be required to run
around a peg, pole, or
assistant instructor.
(e) Batons
tent pegs,
should be
, handkerchiefs,
or other objects
passed from one
runner to the next when
relays are run on a circular
track.
(4) Before a unit's first
participation in a relay,
inform participants of tne
rules and scoring system.
Violation of the rules should
not result in disqualification.
Instead, impose point penal¬
ties. A point penalty is
imposed by subtracting a point
from the team total at the
conclusion of the relay.
(5) Careful administration will
prevent most violations. For
efficient conduct of relays,
follow this procedure:
(a) Announce the name of the
relay.
(b) Form the individuals in
relay position.
(c) Briefly explain the relay
and the rules for running it.
(d) Demonstrate.
(e) Have a definite finish
line, and ensure that all
know where it is.
(f) Answer questions.
(g) Conduct the relay.
(h) Determine winner and
award points.
5302. RELAY TABLES
a. Events. The following relays
are grouped into a table of
activities. Each relay table can
be completed in 15 minutes. Thus,
relays can be used as a sole
activity or as a part of a longer
period. Each table is planned
for a platoon-size group (30-60
Marines). Adequate warmup for
participants is provided by
conducting several repetitions of
exercises 1 and 2 of a condi¬
tioning drill. The recommended
relay tables require an area 40
by 60 meters in size. Each table
provides a variety of activity.
The tables are progressive in the
overload applied and should be
scheduled in numerical order
although not necessarily on
successive days.
b. Relay Table I
(1) 60-Meter Lane Relay. (See
fig. 5-4, A.) Each team is
assembled in single file behind
the starting line. On signal,
the first individual of each
team runs to the turn-around
line 30 meters away, then runs
back and touches the next
teammate waiting at k the
starting line,.' The winning team
is the first team to get its
last member across the finish
line. If an individual starts
before being touched by the
preceding runner, the team may
be penalized.
(2) Wheelbarrow Race. (See fig.
5 _ 4 , b.) The players of each
team pair off and line up in
single file behind the starting
line. The f irst individual
walks on the hands while the
partner grasps the ankles.
They advance to the distance
line (25 meters) behind which
they exchange positions and
return to the starting line.
The rear individual must always
hold the partner's ankles.
After the first pair returns
across the starting line, the
next pair starts.
5-10
(3) Squad Front Relay. (See
fia 5-4, C.) The teams form in
I Vine along the starting line
with a 10 -foot interval between
teams. The members of each
lock elbows so that they ar
linked together. At tne
starting signal, the teams run
to the distance line (-iu
meters) where the left flank
individual acts as a pivot. The
team swings around on the pivot
and returns to the base line.
If a team breaks its links, it
must reform before continuing.
The first team to completely
cross the base line intact is
the winner.
(4) Crab-Walk Race. (See fig.
5-4, D.) The players of _each
team line up in singie f lie.
The first person of each team
assumes the crab-walk position
with feet forward on the start
inq line, hands on the ground
behind it. At the starting
signal, contestants, mov
forward to the distance line
(10 meters). They touch the
line with their feet and then
return to the starting line in
the reverse position with the
head and hands leading. The
second person may not start
until the first individual
touches the finish line.
c. Relay Table II
(1) 100 -Meter Lane Relay. (See
fig. 5-5, A.) This relay is
conducted exactly as the first
relay of table 1 except that
the start and turn-around line
are 50 meters apart. This relay
provides progression m
sprinting.
(2) Frog- Jump Relay. (See fig.
5-5. B.) Each team lines up m
s i rig 1 e file- The first
individual assumes a squatting
position on the starting line.
At the starting signal, the
contestant progresses to the
distance line (15 meters) and
back by leaping to ™ ax< l'
catching the weight on the
hands, and bringing up the .Legs
to the squat position for the
next leap forward.
m Simple Relay. (See fig. 5-
5 c ) Each team lines up m
single file. Place a marker on
the distance line (20 meters)
in front of each team. Each
team, member, behind the firs
one, grasps the belt of the
individual ahead. At th
starting signal, each team
runs as a unit to the marker,
circles it, and returns to the
starting line. The first team
to completely cross the
starting line intact is th
winner.
(4) Fireman's Carry Relay. (See
fig. 5-5, D.) The players of
each team line up in pairs, one
behind the other. One individ¬
ual in each pair carries the
partner to the distance line
(30 meters), using the fire¬
man's carry. At the distance
line, individuals exchange
places and return to the
starting line. As a variation,
the person to be carried lies
on the ground. The one car-
rying lifts the partner to the
proper position. This relay
may be performed with the other
carries described in guerrilla
exercises in chapter 3.
d. Relay Table III
(1) 200-Meter Circle Relay.
See fig. 5-6, A.) A course is
laid out in a circular, rectan¬
gular, or oval pattern that is
5-12
A. 100-METER LANE RELAY
200 meters around. Each team
provides one runner on the
starting line. On signal, the
runner races around the 200-
meter track and touches the
next teammate, waiting at tne
starting line, who runs the
same course. Each team member
runs one lap of the course.
(2) Bear-and-Crab Race. (See
fig. 5-6, B.) Each team lines
up in single file. At- the
‘ signal to start, the first
contestant in each co . la ™}
assumes the bear-walk position
(hands on ground m front),
walks to the distance line (J 5
meters), and then runs back to
the starting line. The
returning contestant touche
off the second individual and
goes to the rear of the line.
The second contestant assumes
the crab-walk position (hands
on ground behind) and crab-
walks with feet leading to the
distance line. This contestant
also runs back to the starting
line and touches off the next
individual, who walks bear
fashion. The rest of the
members of each team alternate
in this manner. The relay ends
when the first person is back
at the head of the line.
( 3 ) Pilot Relay. (See fig. 5-
6, C.) The players are grouped
in threes, arms interlocked
the elbows, and outside Payers
facing backwards. The middle
person runs forward; the^ two
outside individuals run back¬
ward. They run to the turning
point (15 meters), whe *®
start back, this time with the
middle person running backward
and the two outside individuals
running forward. The next set
of three players starts when
the first set crosses the
starting line.
(4) Saddle-Back Relay. (See
fiq. 5-6, D.) Mark two parallel
lines 15 meters apart. Each
team selects a J lder *
remaining members of each team
count off. The even-numbered
players from each team form in
single files behind one line
and the odd-numbered players
from each team form in single
files behind the other line
directly across from their
teammates. At the starting
signal, the rider mounts the
back of the first player of the
team who carries the rider
across the other line. There
the rider changes mounts to the
first player in the second line
without touching the ground.
This person carries the rider
to the next player waiting in
the first line. The
continues until all of «the
mounts have carried , the rider.
A rider who falls off must
mount again at the point of the
fall. A rider who falls in
changing mounts must get back
on the original mount before
making the change.
e. Relay Table IV
(1) 100-Meter Circle Relay.
See fig. 5-7, A.) A course is
laid out in either a circular,
rectangular, or oval P at *: er £
that is 200 meters around. Each
team is divided in half with
each half positioned at
starting lines on opposite
sides of the track. Each
runner races halfway around the
track and touches a teammate
who completes the lap. Eac ^
runner then waits in file a
the halfway point until touched
5-14
D. SADDLE-BACK RELAY
Figure 5-6. Relay Table III
bY le^s lhe nn s e econS n half h of
C t S?laP The
return all runners ; the
original starting line rs
winner.
/o\ Tn—and—Out Relsy•
fia 5-7, B.) Each team lines
up 9 in a' me
signal, “SSf first player runs
back though t h «s colem s
zigzag fashion, we q£ one
teammate °and to the.left ot the
"thf pl U a P ye n t C li?el up f meter
behind y the last one in the
column. As s °° n sed aS t S second
runner has P^s d starts to
?:r°Thie continues until all
?“"• flayers have realigned
^ ™ 3irihle th te
SF tl i vfd a L C l°s ntl h n a U v e e “rin
Wee ^s .“
, ox rircle Race. (See fig* 5-
7 3 r \ Each team forms a circle
and holds hands with all indi-
viduals facing out except one
^"driver 3 At the* start|g
csinnal the teams race to the
distance ^ line, (20 -ters^and
intact All thS 9 individuals in
^circle must completely
moss the distance line.
-driver” gives directions and
orders. When the cl ^ cl ® it
must be reformed before ic
can Continue. The. first. team
completely over the starting
line is the winner.
141 Horse-and-Rider Relay., (See
i-l t: i n ^ Each team lines
u^'in a single file- « the
Up in a = t the second
oilvei 5n each 'column leaps
upor^the back of the first who
carries the rider across the
distance line (30 meters) At
the distance l ine ' th ®,
dismounts and tuna back^o^the
SSks in up ST’ third, individual
in the column, and carries this
Save® to the distance line
where the first player has
remained. This continues until
last person is came
C. CIRCLE RACE
Section IV. Team Contests and Athletics
5401. DESCRIPTION AND OBJECTIVE
Team contests are competitive
activities in which Marines as a
team compete with another team to
win. They are guided by sim P^ e
rules and organization.. The
function of team contests is to
provide competition and an
opportunity for body contact and
to contribute to the development
of physical readiness. In com¬
peting and working together as a
team, individuals develop aggres¬
siveness, the will to win, and
teamwork. Team athletics deserve a
prominent place in the physical
training program because they
contribute to increased combat
efficiency. Because of the
competitive nature of athletics
and their natural appeal, indi¬
viduals take part with enthusiasm.
Athletic teams formed at intra¬
mural and higher levels are a
strong unifying influence and
provide one of the best means or
developing esprit de corps.
a. Area and Equipment. A level
training field is sometimes the
only area required. Many contests
need no equipment. In contests
requiring equipment, the need is
for standard items such as logs,
balls, nets, goals, and similar
types of equipment. Specific
requirements for area and equip¬
ment are listed with each contest
description.
b. Progression. Team contests of
a strenuous nature should be
introduced after a basic period
of conditioning has been com¬
pleted and individuals are in
the slow improvement stage of
conditioning. Progression can
take place from the less active
to the more vigorous contests,
and then from the noncontact to
the contact or combative-type
contests.
c. Necessity for Precondi¬
tioning. Individuals must
undergo conditioning prior to
participation in athletics.
Muscles, organs, joints, and
ligaments not accustomed to
stress and strain from sudden
stops and starts, falls, body
contact, rapid turns, prolonged
running, and other rigors of
athletic competition are subject
to injury. Although athletics
should not be introduced until
players are physically prepared,
there is still opportunity to
engage in competition through
lead-up contests. Individuals
learn many of the skills required
for athletics while participating
in team contests'.
d. Benefits. Athletics are
beneficial primarily to sustain
interest in the program and to
maintain an achieved level of
physical fitness. Athletics are
a supplement, not a substitute
other types of conditioning
activities which should continue.
All of the desirable traits of
physical fitpess cannot be
developed through athletics, yst
their contribution is signifi¬
cant. For athletics to make a
proper contribution to physical
conditioning, the selected sports
must be vigorous. The team
contests recommended here are
carefully selected for their
simplicity, aggressiveness and
applicability to squad- and
platoon-sized activity. These
contests significantly enhance
combat readiness training by
5-18
teaching teamwork. They are
generally strenuous and involve
the whole team throughout the
entire duration of the contest.
5402. TEAM CONTESTS
a* Pushball
(1) Players. 10 to 50 players
on a side. (See fig. 5-8.)
(2) Equipment. A large pushball
o to 6 feet in diameter.
(3) Area, a field 240 to 300
feet long, 120 to 150 feet
wide. Mark a center line in the
middle of the field parallel to
the end lines. Mark a line 45
feet on either side of this
center line and parallel to it,
extending it across the width
ff eld * Mark another
parallel line 15 feet from each
®£ d extending it across
the width of the field.
(4) Game. Four 10-minute cmar
ters are played. Give 2-minute
rests between quarters and 5 _
minute rests between halves
The object of the game i s to
propel the ball over the
opponent's goal li„ e
pushing, rolling, passincr
carrying, or any other way
except kicking. y
(a) The ball is placed on the
line _ with the opposing
Kffi ta ^nu S 3 feet from the
baH The rest of the players
are 45 feet from the ball; on
their half of the field. On
the referee's starting whis¬
tle, the captains immediately
play the ball with their
respective teams coming to
their assistance.
(b) At quarter time, the ball
remains dead for 2 minutes at
the spot where it was whbn
the quarter ended. . At half
im f' the teams exchange
The play is then
started as it was in the
beginning.
Figure 5-8. Pushball.
5-19
(c) Players may use any means
of interfering with an oppo¬
nent's progress except strik¬
ing and clipping. Clipping
is throwing the body across
the back of an opponent s
leg, while the opponent is
running or standing. Legal
use of force may be applied
to all opponents whether or
not they are playing the
ball. For striking an oppo¬
nent, the offender is removed
f rom the game. The team
penalty is half the distance
to their goal. The penalty
for clipping is the same.
(d) When any part of the ball
goes out of bounds, it is a
dead ball. The teams line up
at right angles to the side
lines and 3 feet apart at the
point where the ball went
out. The referee then tosses
the ball between the teams.
(e) When, for any reason, the
ball remains in one spot for
more than 10 seconds, the
referee declares the P a ll
dead. The ball is then put
into play as it is for an
out-of-bounds situation.
(5) Scoring. A goal is scored
when the ball, or any part of
it is propelled across the
opponent's end line. A goal
counts 5 points. The team
scoring a goal has the
lege of trying for a point
after the goal. To try £ orchis
extra point, the ball is plac®
on the opponent's 5-yard (or
15-foot) line. The teams line
up on either side of this line
separated by the width of the
ball. Before the whistle blows,
one player on each team may
place hands on the ball. On the
referee's signal, the ball is
put into play for 1 minute. If
any part of the ball is driven
across the goal line in this
1-minute period, the offensive
team scores 1 point. The
defending team may not score
during the opponent's try for
the extra point.
b. Line Rush
(1) Players. Any number up to
50 on each side. (See fig. 5-
9.)
(2) Equipment . None.
(3) Area. A field, 75 by 100
feet.
(4) Game. One team lines up
behind one goal line and the
other in midfield. On the
starting signal,, the team
standing behind the goal line
seeks to cross the goal line at
the opposite end of the field
within 30 seconds. The team in
the center seeks to prevent it
by catching and holding the
runners. At the end of 30
seconds, the teams change.
(5) Scoring. Count the number
of individuals who have crossed
the far goal at the end of 30
seconds. After each team has
had from three to five tries,
the scores are added and the
winner declared. A player
scores 1 point when any part
of the body is across the goal
line.
5-20
Figure 5-9. Line Rush,
c. Human Tug-of-War
(1) Players. 10 to 20 on a
team. (See fig. 5-10.)
(2) Equipment. None.
(3) Area. 40 to 60 feet.
(4) Game. Draw a line in the
center of the area. Divide the
players into two equal teams.
Place them in single file on
opposite sides of the center
line facing each other. Each
individual places the arms
around the waist of the team¬
mate in front. The two leaders
of the opposing teams grasp
each other around the waist. On
signal, the teams try to pull
each other over the center line
Within 30 seconds.
(5) Scoring. The team pulled
across the center line loses.
If neither team is pulled over
the center line, but one team
breaks its file, that team
loses the match.
(6) Variation. Use a 3/4- or
1-inch rope. Space the leading
players on each team 10 feet
apart, each holding one end of
the rope. The team pulled
across the center line loses.
Figure. 5-10. Human Tug-of-War.
d. Master of the Ring
(1) Players. Any number,
fxg. 5-11.)
(2) Equipment. None.
(See
(3) Area. a clearly marked
circle large enough to contain
all the players.
(4) Game. All the players stand
inside the circle. At the
signal, all players attempt to
throw each other out of the
circle. All tactics are fair
except unnecessary roughness.
When any part of the body
touches across the line, the
player is out and leaves the
circle at once. Several
officials are needed to spot
the players who cross the line.
(5) Scoring. The player who
remains in the circle when all
the others are out is the
master of the ring.
(6) Variation 1. The players
are divided into two equal
teams. Each team is clearly
ma r.ced - °Vrow na th e Opponents
St«S
S 111 opponents from the
circle.
<’> "£$?$£" t^o Th t e wo Pl e a IuTl
a t^s dl K V ach tea, -nds onl^one
opponents is the winner.
/q\ variation 3. ^ P d ^ '
( 8 ) V i™*-t-elv 4-feet deep, is
approximately ^ & circle on
used rath ®* £ he contest may
S l be r a“ individual or team
activity.
c1o ckwis e motion, P a ° k ^° emen t
original Position. .Thi^ ^
may also De . P . the other
left by f ®= 1 "? vo ting clockwise
direction and pivoti^ ; _ other
(CIRCLE use d such as:
commands may_ CIRCLE HALF-
CIRCLE fW team
left, and so <on. 1 presC ribed
to complete the pi«
movement is the winner.
Figure 5-12. Log Pivot Circle.
£ T _r Rollinq Race. Each team
f. Log-Rolii g measured
ES 4 ?
entiri length of the log across
the finish line wins.
gure 5-11. Master of the Ring. Figure 5 _ 13 . Log-Rolling Race.
loo Pivot Circle. Space teams
anart so each team can
ir enough apart cie without
Lvot m a other team.
^Hiding wa r^ k the bend
ach team holds a log in tn ^
f the arms in At the
nest. ( s ®® c £* g RIGHT, MOVE, the
ommand, CIR ~“f. holds the
eft-flank individual
ivot while the y rmmter-
,round 360 degrees m a counter
„ Prone Pushing Contest. Two
g . Prone ? facing each
teams lie P ro * ' betW een them.
other with g Both teams
< S l*5e £h4ir hanis against the
P*^ ac , . arms straight*
log, ke ®P 1 ?? 1 ^i® a w l?h the legs,
Then, by drivl j^ g to pus h the
each team attempts to F
other a measured distance
rear.
5-22
Figure 5-14.
Prone Pushing Contest.
h. Shuttle Relay Race. Each
team in this race divides into
two parts, A and B. Members of
part A run 50 yards with a log
held under their right arms. (See
fig 5-15.) At the distance line,
they give the log to their team¬
mates in part B who bring it
back to the starting line. The
team pair finishing first is the
winner.
Figure 5-15. Shuttle Relay Race.
5403. CROSS-COUNTRY AND DISTANCE
RUNNING
a. Value of Running. Long-dis¬
tance running gives some benefits
that cannot be obtained in the
same degree from any other sport.
It builds powerful leg muscles,
increases lung capacity, and
develops endurance. For these
reasons, cross-country and
distance running should be
included in the physical training
program. These sports require
only a few miles of open space
which is generally available.
Short cross-country runs and
middle-distance runs can be used
to supplement other activities
particularly team sports or the
sports that develop precision or
agility rather than endurance.
Short cross-country runs can be
scheduled once a week, gradually
increasing the distance as the
physical condition of the runners
improves. ”
b. Cross-Country Runs. A cross¬
country run is a distance run
held on a course laid out along
roads, across fields, over hills
through woods, and on any irregu¬
lar ground. A flat cinder or dirt
track is not a suitable surface
for cross-country running. Some
runs are as long as 6 miles while
others are as short as 3 or" 4
miles. If cross-country running
is being used to supplement other
activities, the 3-mile course is
long enough for most. Cross¬
country runs should be used only
after individuals reach the
sustaining stage of conditioning.
This type of running should then
be scheduled occasionally to
provide variety. Cross-country
running has the advantage of
allowing mass participation.
Interest can be stimulated by
putting the runs on a competitive
basis.
c : Practice Methods. Condi¬
tioning is essential to distance
and cross-country running.
Championship distance running
depends on stamina, which can be
developed only through constant
training. An individual of only
average ability can become an
outstanding distance runner by
steady and careful training.
5-23
•„ an excellent method for t.
Hiking is an exceiie before the ei
getting into c °£ alks build up r\
season opens. Lo J^ the first 1'
leg muscles. training «
month of th starting with £'
should be 9 ra l“ al ' n S d increasing
short distances, the leg s
day n Y bec?me stiff, but tl J®
ISHr.-sS's
is essential before
thoroughly eacn r
running.
ffi&'ssffi SHFS
Aether. After determining the
abilities of the unit in «°||"
divide^ them into three
abie to aiv poo rest-condi-
J?°“£?' rou p is started first,
the be?t-conditioned group,
last The starting time of.the
groups should be staggered so
Stall of them come m at
about the same time.
(2 ) xn p rei^iiar Y to^ ordinary
tuunmg rs simrl^ . t b egin s
r< ? a< * 'rather slow jogging,
"^emating with walking. The
IpelT and distance of the run
fs gradually increased. As
conditioning improves, ,occa_
sional =P rints ( he distance
Z is from'one-half to 1 mile.
f Se d s. aU 0 y n S-infruns,
or 9 fSnut 1 eTbe S for 0 e popping to
peroi? a gradual cooling off.
^ i?arilities and Equipment.
d. Faciniij least one
There should be
^ with a stopwatch (pref-
trmer with a y timing the
erably three) 3 or 5 miles
runneis. A o°u be measure d and
lon ? / h “ one of the three
marked by one yj.
following methods.
ii\ Fasten directional arrows
(!) Fasten u posts and
to the top . p o in t where
place them at y ^ uch signs
Sould° U a r iBO be Placed at -ery
fcfbt P a°s int to Wh the direction^ of
travel.
io\ Place a lime line on the
ground 3 over the entire course.
r ) a « c C 1 © ^ Y
* 3 \ place flags*
visible to the runners.
(a) A red flag indicates a
left turn.
(b) A white flag indicates a
right turn. .
,c) A blue flag indic ^®®
(C) A is straight
the course j-=>
ahead.
e. Rules /Scoring. A of °'°^
country team less otherwise
individuals, t a maximum
agreed. In fu* 1 "«ts be entered,
°f 12 , TrTewer " r e scored. First
but 7 or tewer . t> second
P iac°e e 2 S °°third pllce 3, and so
P on!°All who>iu Jh the d course are
ranked and talli r hen
manner. The^totaling*the points
determined by five £ each
scored by the t team soorin g
team to finish* no ints is the
the if St If n “^wer t^n five (or
winner. i* , nod nrior to
ss ssr fi d ^|of
disreglrXd 1 . 8 If two °t more teams
5-24
score the same number of points,
the event is called a tie.
5404. TEAM ATHLETICS
Team athletics add variety to the
combat readiness program. At no
time should they be allowed to
replace intramural activities or
to provide practice time for
intramural or base teams. If team
athletics are integrated into the
program, the goal should be total
Participation and competition.
Therefore, the games selected can
be played by the skilled or the
unskilled. They require limited
equipment, yet will teach compet-
itiveness, aggressiveness, and
teamwork while they improve
conditioning.
a. Soccer. Soccer is one of the
best athletic activities for de¬
veloping endurance, agility, leg
strength, and great skillfulness
in using the legs. The most pop¬
ular sport in the world, soccer
is the national game of many
European, Asian, and Central and
South American countries, in
recent years, it has become
popular xn the United States. a
soccer ball is the only equipment
needed for the game, and Marines
can learn to play it easily.
Players do not need much skill to
p f5^ ci P ate ' b ut the amount of
skxlJ. they can develop is almost
unlimited.
(1) Place in the Program.
Soccer should be introduced
during the latter part of the
slow improvement stage of
physical training. it can be
used as a competitive activity
in the sustaining stage. It is
primarily a spring or fall
sport. Any level field is
suitable for competition. The
boundaries for the soccer field
are similar to the dimensions
for a football field. (See fig.
5-16.) Goal posts are essen¬
tial, but they are easily
constructed and * usually
temporary so that they may be
removed when not in use.
60 '^ 18 '
199'
v T0
S .32' 225 !
Figure 5-16. Soccer.
KEY
OR OUTSIDE RIGHT
0L OUTSIDE LEFT
IR INSIDE RIGHT
CF CENTER FORWARD
IL INSIDE LEFT
RH RIGHT HALFBACK
CH CENTER HALFBACK
LH LEFT HALFBACK
RF RIGHT FULLBACK
LF LEFT FULLBACK
0 GOALKEEPER
5-25
(2) Basic Skills
(a) Passing. Passing with the
feet is the primary means of
moving the ball. Short passes
are easier to control. Empha¬
sis should be continually
placed on the skil
passing.
( b) Dribbling. The ball is
dribbled by a series of kicks
with the inside or outside o
the foot. Do not kick with
the toe. Keep the head over
the ball when kicking and
or ope 1 it only a short
distance at a time. Keep it
close to the feet. If a
player lets a ball move far
from the feet, an °PP° S1 ^
player can easily take
away.
(c) Instep Kicking.The
instep kick is the basic
soccer kick. The toe does not
come in contact with .the
ball. The toe is P oir ^ed
downward, and the instep the
area under the shoe laces) is
applied to the ball with a
vigorous snap from the knee.
(d) inside-of -the -Foot
Kicking. The ball ^slicked
with the inside of the foot,
and the leg is swung from the
hip. The toe is turned out¬
ward, and the sole of the
foot is parallel with the
ground as the foot strikes
the ball. This kick is used
for short passes and for
dribbling.
(e) Foot Trapping. The^oot
trap is the method of _ stop¬
ping the ball by trapping it
between the ground and the
foot. Place the sole of the
foot on top of the ball
the instant it touches the
ground, keeping the foot
relaxed. This is an effective
way to stop a fast-moving
ball.
if) Shin Trapping. The shin
trap is a method of stopping
the P ball with the shins.
Stand just forward of the
spot where the ball should
strike the ground and allow
it to strike the shins m
fliqht or on the bounce. Use
either one or both legs from
the knee down so as to absorb
the bounce.
( g ) Body Trapping . Intercept
the ball with any part of the
upper body except the arms
and hands. Keep the body
relaxed and inclined toward
the ball. To keep the ball
from bouncing, move backwards
from it as it strikes the
body. This drops the ball at
the feet in position for
dribbling or, passing.
(h) Heading. Heading 1S a
technique for changing the
direction of the flight of
ball by butting it with the
head. Tense the neck muscles
and jump up to meet the ball.
Butt the ball with the fore¬
head at about the hairline to
reverse its direction. Use
the side of the head to
deflect it to the side.
(3) Offensive and Defensive
Positions. Forwards usually
play on the offensive half of
the field. Fullbacks usually
play on the defensive half ot
the Y field. Halfbacks are the
backbone of the team. They
move forward on the offense and
back on defense. The
almost always remains within a
few feet of the goal.
5-26
(4) Abridged Rules
(a) A soccer team Is composed
of 11 players. (See fig, 5 -
16 . )
players allowed within
penalty area at the time
the kick are the kicker
the defending goalkeeper.
the
of
and
(b) The player propels the
tall by kicking it with the
£ ee J or .any part of the legs,
by butting it with the head,
and by hitting it with any
portion of the body except
the arms or hands.
(c) The goalkeeper is the
only individual allowed to
place hands on the ball, but
only in the goalkeeper's
area. The term "hands"
includes the whole arm from
the point of the shoulder
down.
(d) A goal is made by causing
the ball to cross completely
the section of the goal line
lying between the uprights
and under the cross bar.
(e) Each goal scores 1 point
for the team scoring the
goal.
(f) The penalty for a foul
committed anywhere on the
playing field (except by the
defensive team in its penalty
area) is a free kick awarded
to the opposing team.
(g) All opponents must be at
least 10 yards from the ball
when a free kick is taken.
(h) The penalty for a foul
committed by the defensive
team in its penalty area is a
penalty kick.
(i) A penalty kick is a free
kick at the goal from the
spot 12 yards directly in
front of the goal. The only
(j) An official
of two 30-minute
game consists
halves.
(k) Teams change goals at the
end of every quarter.
% , — - w.wn. ui ct tie, an
extra quarter may played.
This may be followed by a
sudden death period, if the
Ji® ® ti: 4 exists ' the game
ki?k bS decided b y Penalty
(m) After a team has propel¬
led the ball across a side
line and out of play, the
ball is put back into play by
a throw-in from the side line
by a member of the opposing
team. The ball is thrown in
from the point where it
crossed the side line as it
went out of bounds. The ball
must be thrown in with both
hands using an over-the-head
motion, keeping both feet on
the ground.
» ui.j.«jisive team
propels the ball across the
defensive team's goal line
but not in the goal, the
defensive team is awarded a
goal kick—a free kick taken
from within its own goal
area. The ball must come out
of the penalty area to be in
play.
(o) When the defensive team
causes the ball to go behind
its own goal line, excluding
the portion between the goal
posts, the offensive team is
awarded a corner kick—a free
kick taken by a member of the
offensive team at the quarter
5-27
circle, at the corner flag
post nearest to where the
ball went behind the goal
line. The flag post must not
be removed.
/p \ The game is started and,
after a goal has been .scored,
is resumed by placing
ball in the center of the
midfield line. Players must
be on their side of the line
until the ball is kicked. The
ball must be kicked forward
and must move at lea ?^ £
’ feet to be legal. The first
kicker may not touch the ba
twice in succession at tne
kickoff. The opposing ^he
must be 10 yards from the
ball until it moves.
b. Speedball . Speedball offers
vigorous and varied action with
plenty of scoring opportunitie^
Tt is easy to learn and provides
spontaneous fun. Littleequipment
is needed--a ball is a „ all
absolutely necessary. Speedball
combines the kicking, trappung,
and intercepting . elem ^s o
soccer; the passing game of
basketball; and the punting,
dropkicking, and scoring pass of
football.
(1) Place in the Program.
Speedball, like soccer, should
be introduced into the Physical
training program during
latter n part of the toughening
stage and used as a competitive
activity in the sustaining
stage. Speedball may be played
Anytime weather permits but is
primarily a spring or fall
activity.
,2) Method of Play- The game
is played as follows:
(a) Two teams of 11 each play
the game under officia
rules, but any number of
players may successfully
constitute a team,
inflated le ather bal1 '
usually a soccer ball, is
used. The playingfi eld J- s a
football field with a foot¬
ball goal post at each end.
(See fig* 5-17.)
(b) The game starts J* lth ®
soccer-type kickoff* The
kicking team tries to retain
possession of the bal
advance it toward the oppo¬
site goal by passing or
kicking it. Running with the
ball is not allowed, with the
result that there is no tack¬
ling or interference. After
the ball touches the ground,
it cannot be picked up with
the hands or caught on the
bounce but must be played as
in soccer until it is raised
into the air directly from a
kick. Then the hands may be
used.
(c) When the ball goes out of
bounds over the sidelines, it
is given to a player of the
opposing team and is put into
play with a basketball throw-
in. When it goes over the end
line without a score, it is
given to a player of the
opposing team who may either
pass or kick it onto the
field.
(d) When two opposing players
are contesting possession of
a held ball, the official
tosses the ball up between
them as in basketball.
(e) Points are scored by
kicking the ball under the
crossbar of the goal post,
dropkicking the ball oyer the
crossbar, or completing a
forward pass into the end
zone for a touchdown.
5-28
(3) Basic Skills
(a) Shared Skills. Skills
include kicking, passing,
heading, and trapping (from
soccer); punting, dropkicking
and forward passing (from
football); and passing,
receiving, and pivoting (from
basketball).
(b) Kickups. The kickup is a
play in which a player lifts
the ball into the air with
the feet so as to legally
play the ball with the hands.
The kickup generally makes
the transition from ground
play to aerial play. The
technique of making the play
depends upon whether the ball
is rolling or stationary. If
the ball is rolling or
bouncing toward the player,
the foot is held on the
ground with the toe down
until the ball rolls onto the
foot. Then the foot is
raised, projecting the ball
upward. If the ball is
stationary, the player rolls
it backward with one foot.
Then the player places a foot
where the ball will roll onto
it. The player then raises
the-foot, projecting the ball
as before. If a ball * is
rolling away, the player
should stop it with a foot
and play it as a stationary
ball. The player can also
raise the ball by standing
over it with a foot on either
side. The player presses the
feet against the ball and
jumps into the air,
propelling the ball into the
hands.
(4) Offensive and Defensive
Play. The positions of players
in speedball are much the same
as in soccer. However, some of
the positions have different
names. Each team has 11
players. The forward line is
composed of five players, the
right end, right forward,
center, left forward, and left
end. The second line consists
of right halfback, fullback,
and left halfback. In the next
5-29
line is the right guard and
left guard. The player who
defends the goal is the goal
guard. The strategy employed m
speedball during offensive play
is very similar to that of
soccer. There are two types of
defensive formations m speed-
ball: man-for-man and position
defense. Man-for-man defense is
recommended for beginning
players.
(5) Abridged Rules
(a) Field. A speedball field
is 100 yards long with addi¬
tional 10-yard end zones on
each end and 55 yards wide,
the same as a regulation
football field.
(b) Players. Eleven players
are on a team. The goal
guard has no special
Drivi leges.
(c) Time. Ten-minute quar¬
ters . Two minutes between
quarters. Ten minutes
between halves. Five minutes
for extra overtime periods.
(Begin the first overtime by
a jump ball at center, same
qoals; change goals in the
event of a second overtime
period.)
(d) Winner of Toss. The
winner of the toss has the
choice of kicking, receiving,
or defending a specific goal.
(e) Kickoff. A kickoff
starts the first and second
half of a game and starts
play after a score. The
kickoff is made from any
place on the 50-yard line.
The kicking team must be
behind the ball when it is
kicked. The receiving team
must stay back of its
restraining .line (10 yards
distance) until the ball is
kicked. The ball must go
toward the opposing team's
goal before it can be played.
Kickoff out of bounds goes to
the opponent at that spot. A
kickoff touched by the
receiving team before going
out of bounds, with no
impetus added, still belongs
to the receiving team. A
kickoff, in possession and
control of the receiving team
and then fumbled out of
bounds, belongs to the
vj rVinrt •hftatn at that spot.
(f) Starting Second and
Fourth Quarters. The ball is
given to the team that had
possession at the end of the
previous quarter, from out of
bounds, as in basketball.
(a) Second Half. The *first-
half receiving, team kicks
off at the beginning of the
second half.
(h) Fly and Ground Ball. The
most characteristic playing
rule of speedball is the
difference between a fly ball
(or aerial ball) and a ground
ball. A player is not
permitted to touch a ground
ball with the hands and must
play it as in soccer. A fly
ball is one that has risen
into the air directly from
the foot of a player (for
example, a punt, dropkick,
place kick, or kickup). Such
a ball may be caught with the
hands provided the catch is
made before the ball strikes
the ground again.
(i) Kickup and Overhead
Dribble. A kickup is a ball
5-30
that hi klcked by a player
that he can catch it himself.
not b£ C ? fr ?\ the ground may
touched with the hand
f ^ has tou cbed the
This r,fi lnce being treked.
This rule prohibits the
ordinary basketball dribble,
but one overhead dribble
air^nd^ri the - bal1 into the
air and advancing to catch it
efore it hits the ground) is
permitted. '
(j) Out of Bounds, if a team
causes the ball to go out
^° Ver . the Clines, a
free throw-m (any style) is
«» opposing tla£
i bh bal1 goes over the
end lme without scoring, it
is given to the opponents who
may pass Or kick from out of
bounds at that point.
(k) Tie Ball, m case two
nn??,? rS - are contesting the
possession of a held ball
even in the end zone, a tii
bali is declared. The ball is
tossed up between them.
( 6) Scoring
(a) Field Goal (3 points), a
soccer-type kick, in which a
g 5° und b \ U is ^cked unde?
he crossbar and between the
goal post from the field of
ao?l °?A end ?° ne ' is a field
th?o,irrh A - PUnt going straight
through is not a field goal
ThJ bin 18 n °i t ground ba il.
filst i a”* ^V he ground
'L A dro Pkick from the
eld of play that goes under
a ff°f H Sbar 1 does not count as
thf g0a1 ’ \ dro Pkick from
the end zone that goes under
e _ . crossbar counts as a
field goal; if it goe s over
a h toSh S l ba V At is ruled as
team tice b e« aCk/ and the other
bill. t k Possession of the
(b) Dropkick ( 2 points v a
scoring dropkick must be’^He
from the field of play antino
over the crossbar and between
hit “P“9 hts - The ball m ult
hit the ground before it is
instep^. (U8 " ally with the
iv Eg*™
l? C leoan ltS im *> etus (kicked
° r , legally propelled by the
sive o? r d^f any - Player ' offe u-
sive or defensive, in the end
tofend nd lf Whi £ h Passes °^r
the end line but not between
the goal posts. en
| d) b Pe f? lt y Mck (1 point).
rL« i* 1 kicked from the
penalty mark that goes
undeT the® g ° al P° sts and
under the crossbar is a
penalty kick. The penalty
mark is placed directly S
center of fh^ g ° al at the
center of the goal line.
(e) Touchdown (l points a
touchdown is a fo™!rd 'pas?
from the field of play com-
olaver in J he v. 6nd zona - T ™e
player must be entirely i n
the end zone, if the player
is on the goal line or h«
one foot in the field of
play and the other in the end
^of'bl d al1 ±S decla ^
out of_ bounds, if a forward
pass is missed, the ball
continues in play, but ii
oT DiV et r? to the fie i d
of Play before another
SS, pass or dropklck 4y
5-31
ffSs 5:«rsr X
period.
/g\ Timeout. Three le 9 al
2 minutes each are
permitted each team during
game.
( 9 ) Fouls
personal Foul. Kicking,
(a) person* pushing,
tripping, charging, Jr
b roughness “of S,
kind, such as running J nto
fly bail and thereby kickij
1° PP ?S“ personal fouls
disqualify a "player fro, the
game.
(b ) Technical Foul ' th ,“ihlle
=nv»! 5 t itution, more than tnree
timeouts in k game, unsports¬
manlike conduct, and unneces
sarily delaying the game are
technical fouls.
( -lh Vl the at ba?i, touching 1 ”^
"^ndtalAith the^han^ or
Sle, ^fating tie ball
^ d ba k A Ck b^orr casing* it
are violations.
(d) Penalties.
player shall
kick.
The offended
attempt the
(e) Officiation of Fouls
i in the field of
play allow no follo»-uP
while fouls in the end
zone always allow follow-
up.
a on penalty kicks, with no
follow-up, only the kicker
and goalie are involved.
3 On penalty kicks, with n
£ ?de l0W is UP behind the ball
and the defending side
behind the end line or in
the field Of play. Ho one
is allowed in the end zone
or between the goal posts
except the goal
dicker must make an actual
attempt at goal and cannot
Play P the ball again until
after another player plays
it.
C. volleyball. volleyhaU £ •
for beginners andfor . naoor3
pl r aY ou S tdoor” Y on "an? type of
° r acan informal activity,
te ?wSilf can £e played by any
V ° iS^ as an organized activity,
number, as a y other sports
s.’Kr
requires no
it permits » W ^rurally
r skilTs should 11 be'provided.
(1) Place in the Program
Y ° 1 sionally 1 «“V competitive
activity during the, su ® ta yl«?
Sta fd sTolt , It eho a ulf be
illltded in the physical
training program only when
5-32
more strenuous activity is
impractical. Volleyball is an
excellent off-duty activity.
(2)lnstruction. Usually
during the first three or four
classes, a 10- to 15- minute
period of instruction, followed
by scrimmage, is enough to
teach the basic skills, rules,
and techniques of volleyball.
More time, if available, can be
given to teaching basic skills,
but emphasize competitive play
rather than formal instruction.
Divide the unit into 6-person
teams, organized on the basis
of ability. Teams should be as
nearly equal as possible.
(3) Basic Skills
(a) Passing the High Ball.
The chest pass is the most
effective method of playing
the ball. To receive the
ball, the knees are fixed,
and the body is tilted for¬
ward. The elbows are raised
sideward to a point in line
with the shoulders. The
wrists are extended in line
with the forearm. The arms,
wrists, and hands are rotated
inward. To pass the ball, the
hands are chest-high, thumbs
pointing inward. The fingers
are flexed, forming a cup,
allowing them to contact the
ball. On contact with the
ball, the wrists are snapped
while the fingers and elbows
are pushed upward, sending
the ball upward. A high ball
is much easier to handle than
a low one.
(b) Passing the Low Ball. A
kali that is lower than the
waist. is one of the easiest
to hit, but it is also a
frequent cause of fouls
(holding or carrying the
bail). The best position for
handling a low ball is to
have the knees flexed and
arms flexed at the elbows and
rotated so the thumbs are
pointing outward, the palms
up. When the fingers contact
the ball, the entire body
reacts in a lifting motion.
The arms and hands swing
upward in a scooping action.
It is important that the
fingers, not the palms,
bhe bal1 ' and that
the ball is batted, not
thrown.
(c) Underhand Serve. Take a
position behind the back line
facing the net, left foot
forward, holding the ball in
the palm of the left hand.
The left knee is flexed; the
right knee is straight. Swing
the right arm back and at the
same time move the' left hand
(holding the ball) across the
body in line with the right
hip. Then swing the right arm
forward hitting the ball off
of the left hand with the
palm of the right hand,
bbe ^ips and arching
the back in the same motion.
Be certain to swing the right
strai Uht line, or
the ball will be difficult to
control. When the opposition
is in formation, the server
should try to place the ball
in the right or left back
area, and not near the net.
(d) Setup. A setup is a ball
nit into the air near the net
by one player, so that a
teammate may hit or "spike”
it sharply downward into the
opponent's court. The chest
pass is the best pass to
use. The ball i s sent
approximately 10 «£
S e «iU descend "from^ to 20
inches from the net.
(e) Spiking . The spike is < &
'lip Lto the ai, a„d t e 6 sharp
^tht opponent's court. A
spf er must be able to spring
easily from the bail- a " d
the movement^ # d rd
striKe i To j^p
movement of the am Qff with
from the floor/ P , -t-Vie
one foot and jump X figf
other. Stand «ith rig^
fLing the S setup player. »uch
depends upon, the setup p Y
downward f°A snapping ^^ement
drive he thS rI baU forward and
diriv • i.u oow© £ and
control Aim lor a weak spot
In Se opponent's defense.
(f) Blocking. The b lock , is *
defense technique used to
aexenti ■■ .. from driving
?te V b n all across the net. It
is an attempt by one or more
s'r£S^Hi
ftoThe °OT"^ tc tHrds
a-n effective block/ torw
on the defensive
into the air acing both hands
2S arms 6 In^th® 1 expected^path
flo'k tends • to upset the
offense and present^ aether
element f or m tn ® tive
worrv about. To be effective,
, winrVer must anticipate
lit path of the ball and time
the block with the spike.
(4) Abridged Rules
mhe volleyball court is
30 feet wide by 60 feet long.
(See fig* 5 " 18 *)
( b) The top of the net ie 8
feet high.
*i*i ■»; h a 11 team
i c ) A volleynaii
consists of 6 players.
(rt\ a match consists of the
belt two out of three games.
< e > f t e B f ^fn s 9S th I 0r g a me !
provided that they have 2
points more than their
opponents•
rf\ A deuce game is a game in
ihich both teams score 14
points. The game is ^°^^ ue
until one team obtains
2 -point advantage over the
other.
(g) Only the serving team can
icore. If the serving team
score. loses the
se™e to the opting team.
(h) The team j^ers jho
ro«te V one position in a
clockwise direction.
M\ The ball is put into play
by serving from behind the
back line.
. j» a served ball touching
the net results in the loss
of the serve. At any other
time during play, a *>all
touching the net is stall in
nl av.
(k) The ball is out of play
when it touches the ground
or goes outside one of the
boundary lines.
(l) All line balls are good.
(m) The players must hit or
bat the ball; they may not
throw, lift, or grasp it.
(n) A player may not touch
the ball with any part of the
body below the knees.
(o) A player may not play the
ball twice in succession. In
receiving a hard-driven
spike, a defensive player may
make several contacts with
the ball even if they are not
simultaneous. All such con¬
tacts, however, must consti¬
tute one continuous play, and
all must be above the knees.
(p) The ball may be touched
no more than three times on
one side of the net before
being returned across the
net to the opposing team.
(q) A player must not touch
or reach across the net.
(r) A player may touch the
line under the net, but may
not cross it.
(reverse blank) 5-35
Chapter 6
EVALUATION OF PERFORMANCE DURING TRAINING
6001. OBJECTIVES OF COMBAT
READINESS
The objectives of the Marine Corps
physical fitness program are—
a. To contribute to the health
and well-being of every Marine
through regular exercise and
health education.
b. To develop Marines who are
physically capable of performing
their duties in garrison and in
combat.
c. To develop Marines with a
reserve level of physical
fitness that will help them win
in combat.
d. To provide a medium for
developing the self-confidence
of the individual Marine and
thereby enhancing overall
discipline, morale, esprit de
corps, unit efficiency, and the
desire to excel within the
Marine Corps.
6002. THE PHYSICAL FITNESS TEST
The physical fitness test (PFT)
has distracted attention from the
proper goal of the physical
fitness program. Simply stated,
the goal of the physical fitness
program is the success of Marines
in combat. Unit commanders must
not allow the PFT to become an end
itself. The PFT should be used
within the commander's program of
combat readiness training as a
standard, an index of the physical
fitness of individual Marines at a
given time and place. The PFT is
not difficult, and it must be kept
in perspective. All athletes
should be first class, and first
class is attainable for all
Marines. The conduct of the pft is
described in Marine Corps Order
6003. OTHER METHODS OF EVALUATION
The commander should use other
ways of evaluation to provide
variety and imagination. Intan¬
gible objectives, such as confi¬
dence and aggressiveness, are
hard to measure. The use of either
inspection or observation is
necessary to evaluate objectives
of this nature. The commander
has several other methods avail¬
able when evaluating the physical
condition of the command. The
additional methods pf inspection,
observation, medical examination,
and testing are summarized as
follows:
a. Formal Inspections. Formal
inspections, using inspection
officers and standardized rating
criteria, may help evaluate unit
physical fitness.
b. Daily Observation. Routine
observation of physical
performance and appearance can
serve as an indicator of an
individual's or unit's physical
readiness. However, mere
observation is not a totally
reliable or accurate means of
evaluation.
c. Physical Examination. Med¬
ical examination may detect any
individual disability or detri¬
mental physical condition. it
may guide in application of
6-1
if
remedial, therapeutic, or limited
exercise programs.
. other Physical Fitness Tests.
?* tests are described in
Some other tester ftl fQr
are cautioned, however, not to
place too great an emphasis on
testing.
6004.
responsibility
The commander is responsible for
coland y lnd C for the measurement
ana evaluation of At. 'J*™*
readiness training remains to
prepare Marines and units for the
nhvsical demands of combat, ine
bulk of the commander's
readiness training program should
bfsich activities as obstacleand
confidence courses, f ndur *“® e
courses, and progressive load-
bearing marches which will
Marines for combat. Group
???“which are competitive and
ities S such as
is not only physically demanding
but al so competitive and which
rr a e Ch exce S irent a and SU motivate all
Sw «Tit
“ares^ve^^^em^ndiig of
Marines and leaders alike that a
PFT administered at any hi™® “i 1 *;
reflect that each and every Marine
U both physically and mentally
prepared for the demands of
combat.
6005. COMMANDER'S PHYSICAL
FITNESS PROGRAM
The Commandant of the Marine Corps
has directed § that
universal ^"measure of adequate
individual physical f rites s. The
focus of a commander s physical
f?SSss training program, however,
should not be to prepare Marines
to pass the physical * ltne ®®
but to prepare them for the
physical rigors of combat.
a. Administration. The Physical
fitness program requires each
Marine to spend a s ° f ca i
hours per week in P h Y®. lc
fitness training, to be Rested
semiannually, and . °^rlLs
minimum standard of third'cl* ^
The attainment of a higher score
is a laudable individual goal
which should be enco i u r f. a t ge ^ bi ec!
should not become a unit objec
tive. Overemphasis could i be
detrimental to train f2? a
to develop the complete Marine.
All commanders should exercise
sound judgment as w® 1 *
positive, aggressive leadership
in striving toward the training
objective.
b. Variety of Activities. The
program must include
lowing elements!
{1} Physical Read in ess
Training. Physical readiness
training is a complete physical
training program which develops
and maintains the strength)
endurance, and physical skill
needed to sustain the mdi
vidua1 during combat.
6-2
(2) Remedial Physical Condi¬
tioning. Remedial physical
conditioning is a process by
which physically substandard
Marines are conditioned to meet
prescribed standards.
(3) Competitive Conditioning
Activities, Competitive con-
ditioning activities consist
of teams or individuals
competing against an opponent
to win. . This involves a
combination of sports and
. military skills designed to
foster competitive attitudes
and develop unit pride and
esprit de corps.
(4) Occupational Conditioning.
Marching long distances, dry
net training, etc., should not
be ignored as a means to
fulfill the time requirement.
c. Time. in order to develop
the desired level of physical
^^. ness / unit commanders are
advised that a minimum program of
hours per week is mandatory.
The program must encompass at
least three exercise periods
weekly. Each period should
include calisthenics, running, or
other forms of vigorous activity.
The minimum desirable length for
each exercise period is 60
minutes. Shorter periods may be
authorized by the unit commander
if dictated by the local training
situation. Unit commanders are
encouraged to use the normal
working day to satisfy this
training requirement. However,
commanders are authorized to
conduct required physical fitness
training during off-duty hours
when the mission, workload,
personnel status or other
significant factors preclude
fulfilling it during duty hours.
d. Action.
6 1 0 0 . 3 _
commanders—
Marine Corps Order
requires that
• Establish and maintain an
effective physical fitness
program which ensures that
all Marines maintain an
acceptable level of physical
fitness.
• Ensure that all individuals
are medically qualified prior
to participating in the
physical fitness program.
• Establish a minimum physical
fitness program of at least 3
hours per week. Physical
training may be authorized on
an individual basis at the
discretion of the unit
commander.
• Ensure that all Marines par¬
ticipate in physical fitness
conditioning activities
commensurate with their
medical qualifications and
limitations.
® Conduct physical fitness
testing for all Marines.
• Place all Marines who fail to
pass the PFT on a daily
command-supervised remedial
physical conditioning program
until they pass the test.
® Ensure that results of phys¬
ical fitness testing are
entered on section A of the
fitness report. Comments are
placed in section C in con¬
nection with attainment of
superior physical performance
or a medical excuse from the
6-3
6006. OTHER FORMAL TESTS
Commanders must realize that bhe
best index of combat readiness is
personal observation of perform¬
ance on conditioning marches of 15
miles while under load. This
manual presents three additional
indicators of unit fitness. These
indices are the physical readiness
test, which was formerly the
Marine Corps standard and is now
routinely administered at Officer
Candidate School; the airborne
trainee physical f lt ^ eS ® t £!®d
which many Marines who attend
U.S. Army formal schools are
required to take; and the battle
fitness test, the ultimate test of
the combat readiness of Marines.
Commanders may wish to include
these tests or portions thereof
within their combat readiness
programs.
6007. PHYSICAL READINESS TEST
a. Purpose. The purpose of this
test is to measure the Marine s
ability to meet the minimum
standard of physical readiness
for duty in the field. This test
is currently administered to all
male officer candidates at
Officer Candidate School, MCCDC,
Quantico, VA. Female candidates
do not take this test.
b. Test Area. Administration of
this test requires an area
suitable for crawling, jumping,
and running 160 yards toinclu e
a trench that is 8 feet wide.
c. Equipment. The equipment
required for this test includes —
• a platform, rail on a ledge,
or a box 18 inches high.
• A 20-foot climbing rope.
• A stopwatch.
d. Conduct of Test. Adequate
timers and other supervisory
personnel must be provided by the
company staff. All events should
be conducted in a single session
of one morning or afternoon. The
events may be run m any
sequence.
e. Uniform. The uniform for the
physical readiness test is as
follows: full utilities, car¬
tridge belt, belt suspender
straps, two canteens (full or
water), rifle, and helmet.
Depending on the heat condition,
the PT shirt may be worn in place
of the utility jacket. All
equipment will remain secure
throughout the test. Except for
emergencies, canteens are not to
be emptied.
f. Events
(1) Event 1* Climbing Uphill
(Step-ups). This event
simulates marching uphill at a
rapid and steady pace. * The
Marine stands in front of the
step. On the command GO, the
Marine places either foot on
the step and steps up. Hand
pressure on the knee may be
used if desired. The Marine
then stands erect and steps
backward and down, on one foot
at a time. The same leg may be
used for each repetition or the
legs may be alternated. For 100
points, Marines will complete
60 repetitions in the maximum
allotted time of 1 minute and
20 seconds (80 seconds).
(2) Event 2s Rope Climb. This
event resembles entering and
leaving a hovering helicopter,
using ropes in house-to-house
fighting, and ascending and
descending landing nets. The
Marine assumes a sitting
position on the ground at the
6-4
bottom of the rope with hands
at the highest point that can
be reached. On the command GO,
the Marine jumps up and climbs
to the top. The Marine must
touch the 20-foot mark with one
hand, then descend without
sliding or dropping. Marines
must reach the 20-foot mark in
the maximum allotted time of 30
seconds or less.
(3) Event 3: Evacuation. This
event simulates reaching and
evacuating a wounded Marine
under fire. The Marine assumes
the prone position at a dis-
tance of 50 yards from a casu¬
alty who is of approximately
equal weight. On the command
GO, the Marine springs up and
covers the distance in a
sprint. The Marine lifts the
casualty to a fireman's carry
and returns to the starting
point. Assistance by the
casualty is permitted. The
tested individual must carry
all equipment; the casualty has
none. Marines must negotiate
the course in a maximum time of
47 seconds or less.
(4) Event 4: Advance by Fire
and Maneuver. This event simu¬
lates advancing and assaulting
during an attack. The Marine
assumes the prone position at
the starting point. On the
command GO, the Marine then
alternately crawls, runs in a
zigzag manner, rolls, jumps,
and assumes different firing
positions for the next 130
yards. Before reaching the
objective, the Marine must "hit
the deck, " roll over, and
assume the firing position
™ re f. times. While as sinning
the firing position, the Marine
must pull back the charging
andle, take aim, and squeeze
the trigger before rising from
the ground. After rising from
the ground for the third time,
and I™™"*,, co ? tinues running
ana jumps to clear the p
trench in one leap. The Marine
then finishes the course j. n the
maximum allotted time of o
minutes. The Marine is allowed
multiple attempts only wiSS
the specified time limit.
(5) Event 5: Forced March
This event is a combat run of 3
miles without halts and against
time. The Marine must double¬
time. Marines must complete the
. c ° urse in a maximum
allotted time of 30 minutes or
XGS S •
g• Event Standards
(1) To successfully pass the
physical readiness test, the
Marine must pass each event
with a minimum of 80 points for
each. Points are then assessed
for each event in accordance
fig 6 th l S ) SC ° ring tab les. (See
(2) If a Marine fails one
event, the highest possible
score that the Marine may
receive for the entire test is
79 percent. (See example 1 in
fig. 6-2.) if two events are
failed, the highest possible
score for the entire test is 69
percent, regardless of the
total points accumulated. (See
example 2 in fig. 6-2.) if
three events are failed, the
highest possible score is 59
percent. Failure in four or
more events will result in a
score of zero for the entire
test.
(3) To convert the total points
for all five satisfactorily
passed events to a final per¬
centage score, total the accu¬
mulated points for all five
events and divide by five, (See
example 3 in fig. 6-2.) '
6-5
UPHILL
ROPE
PTS
CLIMB
CLIMB
100
1:20-BELOW
0:10-BELOW
99
1:21-1:22
0:11
98
1:23-1:24
0:12
97
1:25-1:26
0:13
96
1:27-1:28
0:14
95
1:29-1:30
0:15
94
1:31-1:32
0:16
93
1:33-1:34
0:17
92
1:35-1:36
0:18
91
1:37-1:38
0:19
90
1:39-1:40
0:20
89
1:41-1:42
0:21
83
1:43-1:44
0:22
87
1:45-1:46
0:23
86
1:47-1:48
0:24
85
1:49-1:50
0:25
84
1:51-1:52
0:26
83
1:53-1:54
0:27
82
1:55-1:56
0:28
81
1:57-1:58
0:29
80
1:59-2:00
0:30
79
2:01-2:02
0:31
78
2:03-2:04
0:32 .
77
2:05-2:06
0:33
76
2:07-2:08
0:34
75
2:09-2:10
0:35
74
2:11-2:12
0:36
73
2:13-2:14
0:37
72
2:15-2:16
0:38
71
2:17-2:18
0:39
70
2:19-2:20
0:40
69
2:21-2:22
0:41
68
2:23-2:24
0:42
67
2:25-2:26
0:43
66
2:27-2:28
0:44
65
2:29-2:30
0:45
Figure 6-1. Physical Readiness
FIRE AND
FORCED
EVACUATION
MANEUVER
MARCH
0:25-BELOW
1:20-BELOW
26:00-BELOW
1:21-1:22
26:01-26:12
0:26
1:23-1:24
26:13-28:24
1:25-1:26
26:25-26:36
0:27
1:27-1:28
26:37-26:48
1:29-1:30
26:49-27:00
0:28
1:31-1:32
27:01-27:12
1:33-1:34
27:13-27:24
0:29
1:35-1:36
27:25-27:36
1:37-1:38
27:37-27:48
0:30
1:39-1:40
27:49-28:00
0:31
1:41-1:42
28:01-28:12
0:32
1:43-1:44
28:13-28:24
0:33
1:45-1:46
28:25-28:36
0:34
1:47-1:48
28:37-28:48
0:35
1:49-1:50
28:49-29:00
0:36
1:51-1:52
29:01-29:12
0:37
1:53-1:54
29:13-29:24
0:38
1:55-1:56
29:25-29:36
0:39
1:58-1:58
29:37-29:48
0:40
1:59-2:00
29:49-30:00
0:41
2:01-2:02
30:01-30:12
0:42
2:03-2:04
30:13-30:24
0:43
2:05-2:06
30:25-30:36
0:44
2:07-2:08
30:37-30:48
0:45
2:09-2:10
30:49-31:00
0:46
2:11-2:12
31:01-31:12
0:47
2:13-2:14
31:13-31:24
0:48
2:15-2:46
31:25-31:36
0:49
2:17-2:18
31:37-31:48
0:50
2:19-2:20
31:49-32:00
0:51
2:21-2:22^' '
32:01-32:12
0:52
2:23-2:24
32:13-32:24
0:53
2:25-2:26
32:25-32:36
0:54
2:27-2:28
32:37-32:48
0:55
2:29-2:30
32:49-33:00
Scoring Table for Male.
6-6
EXAMPLE 1
EXAMPLE 2
EXAMPLE 3
Event #1
100 pts
100 pts
99 pts
Event #2
100 pts
99 pts
86 pts
Event #3
85 pts
75 pts (F)
80 pts
Event #4
90 pts
79 pts (F)
100 pts
Event #5
79 pts
85 pts
90 pts
Pts
454 pts
438 pts
455 pts
Final Score
(F) = Failure
79.0% (F)
69.0% (F)
91.6%
Figure 6-2. Scoring Examples.
6008. AIRBORNE TRAINEE PHYSICAL
FITNESS TEST
a. Use and Composition of the
Test.
(1) Use. The airborne trainee
physical fitness test is a
means of determining the
physical ability of the
applicant for acceptance to
and retention in the airborne
course of instruction.
(2) Test Events. The test
battery consists of five events
as follows: chinups, knee
bender, pushups, situps, and an
endurance run.
b. Method of Scoring and
Standards
(1) Scoring. The Marine will be
scored by a trained scorer who
is thoroughly familiar with the
minimum standards for the test
events. The Marine will be
scored on a pass or fail basis.
The performance on each event
may be recorded on the reverse
side of DA Form 705 (Physical
Fitness Testing Record). The
examinee records the personal
information on the face of the
card as specified on the first,
second, and third lines. The fape
of the card is identified by
writing diagonally across the
lower half of the card "Airborne
Trainee PFT—See reverse side."
Using line 7 on the reverse side
of the scorecard, the scorer
enters the test title in the
block entitled "(Other
(Specify))" and completes the
required information on the
remainder of that line. The
"Remarks" section can be used to
record the test event titles and
the applicant's performance on
each test event.
(2) Standards. To successfully
pass the test, the examinee
must reach the standard in each
test event. The standards
follow:
(a) Chinups 7
6-7
(b) Knee bender 80
(2-minute period)
(c) Pushups 45
(2-minute period)
(d) Situps 45
(2-minute period)
(e) Endurance runs: 2 miles
in 15:54 minutes or less in
athletic gear and 4 miles in
32 minutes in utilities and
running shoes.
c. Uniform for Testing
(1) Examinees. The prescribed
uniform for test participation
is boots and the work uniform
of the season. No headdress is
worn.' When climatic conditions
, permit, jackets or outer shirts
may be removed.
(2) Officials. Scorers and
other test officials should be
uniformly and distinctively
dressed for contrast with
Marines being tested.
d. Test Administration Procedure
(1) Preparation for Test. The
administration of the test to a
large group makes it mandatory
that the test effort be
organized and efficiently
operated. All testing is not
completed with large test
groups; on certain occasions,
individuals and small groups
are tested. Care must be
exercised to administer the
test uniformly and to stand¬
ardize the conduct of all
elements of the test. Regard¬
less of the size of the test
group, the following elements
of sound test administration
should be included:
(a) An orientation to include
the purpose, method of
administration, scoring of
the test, preparation of the
scorecard, and required
standards.
(b) A correct demonstration
of each event to ensure that
there is no misunderstanding
of the proper form and
required standards.
(c) Completion of all five
test events in one test
period with all Marines
taking the events in the same
sequence.
(d) Adequate rest periods
between the test events to
allow for recovery before the
next event.
(2) Method of Administration
with a Large Group. With a
minimum of 12 lanes per test
event, 14 officials can
administer the test battery to
150 or 200 Marines in 2 hours.
The officials are designated as
follows: one officer in charge,
one demonstrator, and 12
scorers. If more or fewer
Marines are to be tested, a
greater or lesser number of
officials will be required.
The following procedure is
recommended:
(a) Conduct an orientation
and ensure the examinees have
properly completed their
scorecards.
(b) Assign Marines to lanes
and caution them to remain in
the same lane order through¬
out the test.
(c) Explain and demonstrate
the chinup event, administer
6-8
it, and score it. Then
proceed to the knee bender
and pushup events, and
administer them in the same
manner.
(d) Grant a 5- to 10-minute
rest period after the pushup
event. Advise against
excessive consumption of
water during the break
period.
(e) Explain and demonstrate
the situp event, administer
it, and score it as pre¬
scribed. Then move to the
run area, explain the
running event, and complete
it.
(f) Retain the scorecards at
the completion of the running
event.
(3) Method of Administration
with a Small Group. A similar
procedure is followed for the
testing of individuals and
small groups. The informality
usually associated with small
groups must not conflict with
sound test administration. With
fewer examinees, fewer
officials are required.
e. Description and Explanation
of Test Events
(1) Test Event 1: Chinups
(a) Purpose. This event is
devised to test arm and
shoulder flexor strength.
(b) Equipment. There is one
horizontal bar per lane, made
of plumber's pipe or a gymna¬
sium horizontal bar
inches in outside diameter.
The bar must be rigidly
supported at a height of ^
feet above the ground. The
upright supports must be 5
feet apart. There must be a
movable stand at each bar
for short Marines to stand on
to reach the bar.
(c) Officials. There is one
scorer per lane.
(d) Organization. The
examinees, holding their
scorecards, stand in order
behind the restraining line
in their respective lanes.
The scorers take each score-
card when the Marine is
called forward for the test.
(e) Starting Position. The
bar is grasped with the palms
turned toward the face, the
thumbs underneath the bar.
The body is fully extended in
a "dead" hanging position
with the arms straight and
the feet above the ground.
(f ) Movement. Pull the body
directly upward until the
chin is placed over the bar,
Lower the body until the
elbows are compiete1y
straight and the body is
again in the "dead" hanging
position. Repeat as many
times as required.
(g) Instructions. Explain and
demonstrate the fully
extended "dead" hanging
position with the proper
grasp. Show that the chin is
placed over the bar at the
top of the movement and that
the arms are fully extended,
the elbows completely
straight, at the bottom of
the movement (the hanging
position). Explain that the
body must be kept from
swinging and that it is
6-9
permissible to raise the legs
and flex the hips when pull¬
ing up, but that any-
kicking, bicycling, or
jerking motion with the trunk
or legs is not acceptable.
Inform the examinees that no
penalty is exacted for
hanging on the bar to rest in
the bottom position but that
this is not to their
advantage. Tell them that
half-completed chinups are
not counted, and that the
scorer will repeat the number
of the last correct chinup
when incorrect execution is
detected.
(h) Administration and
Scoring. Caution the exam¬
inees to assume the "dead"
„ hanging position and wait for
the scorer's command to
begin. The scorer is at the
examinee's left with a clear
view of the bar. If the
examinee begins to swing
widely, the scorer should
stop the swinging by
extending the left arm across
the front of the examinee's
body, being sure not to
hinder the execution of the
chinups. The scorer counts
aloud the number of chinups
correctly executed. When a
chinup is not correctly
executed, the scorer repeats
the number of the last
correct one. The scorer
records the number of correct
chinups on the scorecard and
returns the card to the
examinee.
(2) Test Event 2: Knee Bender
(a) Purpose. This event
measures the strength and
endurance of the leg muscles.
(b) Equipment. None.
(c) Officials. There is one
scorer per lane.
(d) Organization. Marines
stand in numerical order
behind the restraining line
in their respective lanes.
The scorer takes each score-
card when the Marine is
called forward for the test.
(e) Starting Position. The
feet are spread less than
shoulder width apart, hands
on hips, thumbs in the small
of the back, elbows back.
(f) Movement. Do a knee bend
and at the same time bend
slightly forward at the waist
and thrust the arms between
the legs until the extended
fingers touch the ground. The
hands are about 6 inches
apart. The bend is approxi¬
mately a three-quarters bend.
From this knee bend position,
recover to the starting
position by moving the body
upward, straightening the
knees, and returning the
hands to the hips. Repeat as
many times as required.
(g) Instructions. Explain and
demonstrate the correct
starting position. Be certain
examinees understand the
correct knee bend and that
only the tips of the fingers
touch the ground. Tell them
the scorer will repeat the
number of the last correct
knee bender when incorrect
execution is detected. Some
of the common errors are
failure to correctly bend the
knees, failure to touch the
ground, and failure to assume
6-10
the completely erect position
after the bend has been
executed.
(h) Administration and
Scoring, The scorer stands to
one side so as to see that
the, knees are properly bent
and the fingers touch the
ground as prescribed. From
this position, the scorer can
view the examinee to see that
a properly erect position is
assumed after each knee bend.
The scOrer counts aloud the
number, of correctly executed
knee bends. When a knee bend
is done incorrectly, the
scorer repeats the number of
the last correct one. The
scorer records the number of
correct knee bends on the
scorecard and returns it to
' the examinee.
(3) Test Event 3: Pushups
(a) Purpose. Pushups measure
arm and shoulder extensor
strength.
(c) Official. There is one
scorer per lane. y
(d) Organization. Marines
stand behind the restraining
line in their respective
lanes until the scorer calls
on them to perform. The
scorer takes each scorecard
when the Marine comes
forward.
(e) Starting Position. The
front-leaning rest position
is the starting position. The
body is straight from head to
heels, palms are flat on the
ground directly underneath
the shoulders, and elbows are
straight and locked. The body
weight is supported on the
hands and toes throughout the
event.
(f) Movement. Bending only
the elbows, lower the body in
one straight plane until the
chest touches the scorer's
hand. Straightening and
locking the elbows, raise the
body in one straight plane,
returning to the original
front-leaning rest position.
Repeat as many times as
required, keeping the body in
a straight line from head to
heels.
(g) Instructions. Explain
and demonstrate that the arms
are straight at the beginning
and completion of the move¬
ment and that the chest must
touch the scorer's hand, but
the stomach and thighs must
not touch the ground, Also
explain that the whole body
must be maintained in a
straight line as it is
lowered and raised; that is,
there is to be no breaking at
the hips or shoulders so that
any body part is lowered or
raised in advance of the
other or as a separate seg¬
ment; Dipping or rolling
through the shoulders is
illegal, as is lowering or
raising the body with one arm
or shoulder at any time.
Resting is not permitted
during repetitions. Instruct
Marines that the scorer will
repeat the number of the last
correct pushup when incorrect
execution is detected.
(h) Administration and
Scoring. It is recommended
that Marines assume a prone
position while placing their
(b) Equipment. None.
6-11
feet and hands in the proper
positions. This permits them
to rest while the scorer gets
into position and, at the
same time, provides a feel of
the body in a straight plane
from head to heels. The
scorer lies on the right hip
and side to the right of the
examinee. This gives the
scorer a clear view of the
examinee's body to see any
errors . The palm of the
scorer's right hand rests
flat on the ground underneath
the lowest part of the exam¬
inee's chest. By keeping the
right forearm flat on the
ground at an angle in front
of the examinee's right arm,
the scorer's position will
not prevent the examinee from
lowering the body completely.
The scorer's left hand is
free to test the straight¬
ening of the elbow at the
completion of the movements
and to point out body seg¬
ments being lowered or
raised separately. When in
position and ready, the
scorer has the examinee
assume the starting position
and begin doing pushups. The
scorer counts aloud the
repetitions done correctly
and repeats the number of the
last correct pushup if one is
done incorrectly. There is no
penalty if the contour of
the examinee's body causes
the hips to protrude slightly
out of line, provided that
the whole body is raised and
lowered simultaneously. The
scorer enters the number of
repetitions on the scorecard
and returns it to the
examinee.
(4) Test Event 4: Situps
(a) Purpose. This event
primarily measures abdominal
strength.
(b) Equipment. None.
(c) Official. There is one
scorer per lane.
(d) Organization. Marines
stand behind the restraining
line in their respective
lanes until the scorer calls
on them to perform. The
scorer takes each scorecard
when the Marine comes
forward.
(e) Starting Position. The
examinee lies flat on the
back with knees flexed, both
feet flat on the ground. The
correct angle of the thighs
to the ground is 45 degrees.
If the heels are too near
the buttocks, the applicant
will not be able to sit up.
Legs are spread shoulder
width apart. The examinee
interlaces fingers and
places them behind the head
in contact with the ground.
The feet are not held by
another person.
(f) Movement. Bend forward at
the waist and raise the upper
body until the head is di¬
rectly over the knees. Heels
are not to leave the ground.
Elbows remain in the same
plane to the head and body
throughout the event. The
upper body is slowly lowered
to the starting position
until the head touches the
ground. Repetitions are done
at a slow cadence with no
rest periods.
5:
Endurance
(g) Instructions. Explain and
demonstrate the correct
starting position and the
proper execution of the sit-
ups to be sure that Marines
understand the movement. Warn
them that their knees must
remain flexed during each
situp, the heels cannot leave
the ground at any time, and
they may not roll up on one
side and push up with one
elbow. Tell them they must do
the repetitions at a slow
cadence with no rest periods.
Instruct Marines that the
scorer will repeat the
number of the last correct
situp when incorrect execu¬
tion is detected.
(h) Administration and
Scoring. When the performer
'is in position and ready, the
scorer has the performer
assume the starting position
and begin doing situps. The
scorer counts aloud the
correct executions. When a
situp is improperly done,
the scorer repeats the number
of the last correct one. No
situp is credited if the
hands are unclasped from
behind the head, if the back
is used to bounce up from the
ground (which means the
shoulders would not touch the
ground), or if one shoulder
or elbow is used to push. up.
The examinee is not penalized
if the heels slide forward
slightly so long as the
knees remain flexed and the
heels maintain contact with
the ground. The scorer enters
the number of repetitions on
the scorecard and returns it
to the examinee.
(5) Test Event
Run
(a) Purpose. This event
measures cardiovascular
endurance.
(b) Equipment. One stopwatch
or watch with a sweep second
hand.
(c) Area. A large training
field on which a quarter-mile
track has been staked out or
a level road over flat
terrain may be used as a
running surface. A 1-mile
route is designated with
wooden stakes marking the
start point, finish point,
and one-quarter mile
intervals.
(d) Officials. For large
groups, a scorer times the
event and controls the
conduct of the run, and a
guide runs with the group
and sets the pace.
(e) Organization. The run is
conducted with groups of
Marines in a column forma¬
tion. Company-sized units may
run at the same time with
platoons serving as running
groups. The scorer issues the
command to assume double¬
time .
(f) Starting Position.
Marines are assembled in
proper column formation
(column of twos, threes, or
fours, as appropriate to the
size of the group) with short
men to the front. When all is
ready, the column is moved
forward a short distance
before the running period is
started.
6-13
(g) Movement. At the command
DOUBLE-TIME, MARCH, the exam¬
inees retain their places in
the column formation and exe¬
cute the command. Length of
steps is about 40 inches. The
scorer has the group execute
the run. The formation is
maintained during the run.
(h) Instructions. Marines are
instructed to maintain forma¬
tion while running and are
informed that the guide will
set the proper pace. They
will be instructed in the
command used to control the
column in the execution of
the test. The scorer should
announce the 4-minute, 2-
minute, 1-minute, and 30-
second remaining time
intervals.
(i) Administration and
Scoring. The event may be
administered as previously
prescribed to a large group,
to several Marines, or to an
individual. An individual
examinee usually does not
require a guide or pacer. If
the event is administered on
a training field, the scorer
may stand in the center as
the runner(s) circles about
the field. This method of
administration relieves the
scorer of running with each
group to be tested. Scoring
is based on successful
completion of the run as
prescribed. The scorer should
announce the remaining times
as prescribed in (h).
6009. BATTLE FITNESS TEST
The battle fitness test is a
physical fitness evaluation which
is currently under development as
part of the basic warrior training
concept plan.
6-14
Chapter 7
THE HUMAN BODY
7001. GENERAL
To implement an effective physical
conditioning program, a leader
must understand how the human body
functions arid how exercise affects
the body. This chapter provides
only an introductory discussion of
anatomy and functioning.
a. Body Functioning During the
Stages of Conditioning. For more
on the stages of conditioning,
see chapter 1.
(1) During the toughening
stage, the waste products of
muscle activity (lactic acids)
collect more rapidly than the
blood can remove them. This
acid waste builds up in the
muscle tissue and irritates the
nerves in the muscle fiber,
causing; pain and stiffness. As
the exercise program continues,
more blood is carried through
the muscle, removing the waste
materials more rapidly and
eventually causing the soreness
to disappear.
(2) During the slow improvement
stage, the blood circulation in
the muscles increases, and the
body as a whole becomes a more
efficient machine. The improve¬
ment is rapid in the first few
weeks, but as a higher level of
skill and conditioning is
reached, the improvement
becomes less noticeable. The
body reaches its maximum level
of performance after 6 to 10
weeks and should then be
maintained at this peak.
(3) During the sustaining
stage, it is possible to
maintain this state of
conditioning through 15 to 20
minutes of exercise a day, but
the exercise must be quite
strenuous.
b. Diet. Regular exercise
increases the appetite. If the
desire for greater amounts of
food is satisfied by a balanced
diet, the body benefits.
(1) There are two main types of
foods: body-building and
energy-producing.
(a) Body-building foods
consist of proteins, which
build up tissue and repair
wear and tear.
(b) Energy-producing foods
include carbohydrates and
fats. Carbohydrates provide
a quick source of energy,
while fats act as a reserve
store of energy.
(2) In addition, food contains
vitamins, mineral salts, and
water. During hot weather and
strenuous training periods, the
body requires greater fluid
intake.
(3) Diet should be supplemented
with proper rest to allow the
digestive system to digest the
food.
(4) Occasionally, especially
during early stages of con¬
ditioning, strenuous exercise
7-1
may cause vomiting. Although
vomiting is not a frequent
occurrence, it is not usually a
cause for concern.
7002. SYSTEMS OF THE BODY
The systems of the body include
the skeletal, muscular, circu¬
latory, respiratory, endocrine,
digestive, genitourinary, and
nervous systems. Each has a
different function, but all must
work in cooperation with one
another to insure a sound body. Of
these systems, the first four are
the most affected by exercise and
are discussed in succeeding
paragraphs.
fa FRONT VIEW OF SKELETON
Figure 7-1. Front and
7003. THE SKELETON
a. Bones. The skeleton (see
fig. 7-1) is composed of about 206
bones, which—
4 Provide structure for the
body and support for the
attachment of muscles.
• Protect vital organs >. such as
the brain, lungs, and heart.
• Manufacture red blood cells,
which carry oxygen through
the body.
B REAR view of skeleton
Views of Skeleton.
b. Joints. A joint is a piace o f
union between two or more bones,
joints can be—
• Immovable, such as in the
face and head.
• Slightly movable, such as in
the vertebrae or sternum.
• Freely movable, such as in
the shoulder, hi P' ^nee,
ankle, and elbow. The bones
in a freely movable ]omt are
held in place by ligaments.
Freely movable joints are of
the qreatest importance in
physical training because
exercise improves their
mobility and stability.
c Cartilage and Ligaments. The
joints in the body, where bones
cdnnect, are supported y
cartilage and ligaments.
_ rartilaqe is a tough,
elastic, translucent tissue
that acts as a shock absorber
or buffer between bones.
Examples are the discs
between the vertebrae, the
tissue attaching the ribs to
the sternum, and buffers
the knee joints. Damaged
cartilage does not heal.
• Ligaments are connective
tissue that bind bones
together. They conitract and
extend but are not elastic.
Consequently, ligaments
be torn or strained. D^aged
ligaments will heal
extent.
7004. THE MUSCLES
a. General. Muscles are tissue,
or an organ composed of^tis ^
which contract or , _ are 0 f
produce movement. Muscles a
three classifications:
involuntary, voluntary, and
cardiac. The V a ° r e the Y most
pa rdiflc muscles 3,3-e t ,
affected by physical training,
Dhvsical training has little
effect on involuntary muscles.
(See figs. 7-2, 7-3, 7-4.)
• People have no control over
the involuntary muscles, an
example of which is the
diaphragm.
• voluntary muscles are the
larger skeletal muscles which
cause movement and which the
individual can control.
• Cardiac muscle is found
in the heart and for all
practical purposes^ is an
involuntary muscle. Physical
training has a significant
effect on the fitness of
cardiac muscles.
b. Muscle Structure. Muscle is
composed of c ® 11 ® "hich «re
rr v rm Tied into bundles called
ffbers Groups of fibers form
muscles. These bundles of
are held in place by
a thin, sheath-like material that
surrounds the muscle bundles and
Hearers a fluid that lubricates
the muscle tissue. The fused ends
of the sar co lemma form the
tendons which attach the muscles
to the bones.
c. Attachment of Muscles. The
arrangement of °rooe?
skeleton provides the prop
angle of pull to ” ak ®
possible. Voluntary muscles ar
usually attached to the skeleton
in two places.
d. Action of Muscles. To P ro "
, duce motion and to do work a
muscle usually shortens its
/cr>s
-STERNO-MASTOID
A-7 **'*
PECTORALIS
PECTORALIS
MINOR
TRAPEZIUS
LEVATOR SCAPULAE
RHOMBOIDS
INTERNAL OBLIQUE
SERRATUS
iJtt ANTERIOR
EXTERNAL
OBLIQUE
7 RECTUS ABDOMINUS
A ANTERIOR muscles of the trunk
LATISSIMUS DORS!
r TERES MAJOR
B POSTERIOR MUSCLES OF THE TRUNK
Figure 7-2. Muscles of the Trunk.
PSOAS MINOR
GLUTEUS MAXIMUS
SARTOR1US
VASTUS MEOIALIS
ILIACUS
VASTUS LATERALIS I
RECTUS FEMORIS
ANTERIOR MUSCLES OF THE PELVIS AND THICK
HAMSTRINGS
IL
SEMITENDINOSUS
- SEMIMEMBRANOSUS
BICEPS FEMORIS
g POSTERIOR MUSCLES OF THE PELVIS AND THIGH
Figure 7-3. Anterior and Posterior Muscles of the Pelvis and Thigh.
GASTROCNEMIUS
Figure 7-4. Muscles of Lower Leg.
fibers . The movement may be
flexion such as bending the arm
at the elbow, or extension, such
as the straightening the arm. Some
muscles raise the arms or legs,
others depress the raised limb.
Some muscles have the primary
function of rotating the trunk
from side to side. In addition,
muscles act as stabilizers as well
as prime movers.
7005.
FUNCTIONING OF THE SKELETON
AND MUSCLES
and
a. General. The skeleton
muscles function in close
coordination. Muscles move the
body, and bones support the
muscles.
b. Effect of Exercise on Bones.
Continuous exercise, particularly
among younger people, usually
strengthens the bones, allowing
them to withstand greater stress
strain. Bones which are not
and
used lose much of their strength,
a factor which should be
considered when individuals
return to physical training after
ct prolon^sd p 6 r i o d of
inactivity. People in this
category should refrain from
activities which might result in
bone breakage before the bone is
exercised back to normal
condition. The condition known as
"march fracture" is usually a
result of this condition.
c. Muscular Strength. When
exercised vigorously to improve
strength, muscle grows in size.
In general, the larger the
muscle, the stronger the muscle.
Furthermore, trained, muscle
functions more efficiently than
untrained muscle. Trained muscles
contract more vigorously and with
less effort. Regular and
strenuous exercise also toughens
muscle, making it firmer and able
to stand more strain.
d. Muscular Endurance, Muscles
naturally become fatigued during
continuous, repeated work.
Through specific exercises, such
as chinups or situps, local
muscle groups become exhausted
long before an individual
fatigues. Training to develop
muscular endurance enables people
to continue a relatively heavy
load of exercise over a long
period of time. Lengthened
exercise periods improve muscular
endurance.
e . Muscular Coordination.
Improved speed and strength
result in part from improved
muscular coordination. An
unskilled individual may use
irrelevant muscles to perform a
particular activity, increasing
the amount of work without
increasing the mechanical
output. This increase in skill
is highly desirable, but it
should be offset by greater
effort in duration or intensity
to compensate for the loss in
overload due to increased skill.
f. Muscular Fatigue. When the
rate of work is increased, the
energy required is proportion¬
ately much greater than the
increase in rate. For example, if
an individual doubles running
speed, the amount of power
demanded to do this is increased
eight times.
g. Circulation in Muscles. Reg¬
ular, strenuous exercise causes
the creation of new capillaries
and the opening of inactive,
latent capillaries, increasing
blood circulation within the
muscle by as much as 400 percent.
This increases the supply of food
materials and oxygen to the
muscle, improving its endurance.
This process takes about 8 to 12
weeks of regular conditioning in
young adults and longer as age
increases.
7006. THE CIRCULATORY AND
RESPIRATORY SYSTEMS
a. The Circulatory System. The
circulatory system transports
blood to all parts of the body,
removes waste products for dis¬
posal, and delivers protecting
and repairing substances where
needed. The circulatory system
includes the heart and blood
vessels.
(1) The Heart. The heart is a
pump which forces blood through
the blood vessels to the parts
of the body. The heart is a
little larger than a fist and
is located in the left center
of the chest between the lungs.
(2) Blood Vessels. The vessels
carrying blood away from the
heart are the arteries. They
eventually divide into
capillaries, the very small
vessels through which diffusion
and osmosis take place. The
capillaries gradually increase
in size, forming the veins
which carry blood back to the
heart.
b. The Respiratory System. The
respiratory system performs the
function of breathing, whereby
oxygen is inhaled and carbon
dioxide is exhaled. The
respiratory system consists of
the mouth, nose, trachea, lungs,
and diaphragm.
• Trachea. The trachea, or
windpipe, is a hollow, tube¬
like structure that carries
air from the mouth to the
lungs.
• Lungs. The lungs are elastic
bags in the chest where the
exchange of oxygen and carbon
dioxide takes place.
• Diaphragm. The diaphragm is
a thin, sheet-like muscle
just below the lungs. During
inhalation, the diaphragm
flattens out and lowers,
allowing the lungs to expand
and fill with air. During
exhalation, the diaphragm
raises into a dome shape,
helping to expel air from the
lungs.
7007. CARDIOVASCULAR FUNCTIONING
a. General. Cardiovascular
functioning is the combined
functioning of the circulatory
and respiratory systems. The
7-6
chief organs of these systems,
the heart and lungs, function
together to provide oxygen to the
body. (See fig. 7-5.)
Figure 7-5. Circulation of Blood
from Heart to the Body.
b. Heart Action. The heart, the
organ which propels blood through
the blood vessels, is the chief
organ of cardiovascular endur¬
ance. A person tires quickly if
the heart lacks the capacity to
circulate the blood through the
body. The heart is a muscular
organ and is developed by
exercise just like any oth ® r
muscle. The heart cannot be
exercised alone; any exercise
that puts a sufficient load on
the heart, such as running or
cycling, will also exercise other
body parts. A conditioned heart
tends to beat more slowly but
pump more blood when at rest.
This is known as an increase in
"stroke volume," a desirable
condition because it enables the
heart to pump more blood with a
slower contraction rate.
c. Functions of the Lungs.
Strenuous and regular exercise
can improve the efficiency with
which the lungs transmit oxygen
to the blood by as much as 25
percent. In a poorly conditioned
person, some of the alveoli (air
sacs) within the lungs are closed
or collapsed. The forced
breathing created by exercise
over a period of weeks causes the
air sacs to slowly expand,
increasing the ability to absorb
oxygen.
d. Relationship of Heart and
Lungs. The heart pumps carbon
dioxide-laden blood through the
pulmonary artery to the lungs.
In the lungs the carbon dioxide
is exchanged for oxygen and the
purified blood is returned to the
heart by way of the pulmonary
vein. The heart then pumps the
blood through the aorta for
circulation throughout the body.
Blood moving into the muscles
exchanges oxygen for carbon
dioxide, after which time it is
ready for the return trip to the
heart.
e. Cardiovascular Functioning in
High Altitudes. Marines to be
employed in high altitudes should
be acclimated in a similar area
for 10 to 14 days prior to
employment. Persons not accus¬
tomed to the rarefied air of
higher altitudes tire more
7-7
quickly and may collapse after
rapid physical exertion. Air is
much less dense at high altitudes
than at sea level. Persons
accustomed to sea level inhale
only about 8 0 percent of the
oxygen they are used to no matter
how hard they breathe. Further,
people accustomed to sea level or
moderate altitude simply do not
have enough red corpuscles in the
blood to fulfill their needs at
high altitudes. The red blood
cells will increase over time.
f. Symptoms of Cardiovascular
Malfunctioning. The brain is the
first organ to react to a lack
of oxygen. Unconsciousness
results when the brain is denied
sufficient oxygen. "Blacking
out" is actually a defense
mechanism to keep the body alive.
appendix a
INSTRUCTOR HINTS AND INSTRUCTOR TRAINING
1. General. This appendix informs
instructors on administration of
exercise periods, co ^nds, th
extended rectangular and circle
formations, methods of .instruction
and conduct of exercise activi¬
ties, explanation of basic posi
tions associated with the various
activities, and instructor
training.
2. Aim of the Physical Fitness
Program. The aim of the physical
fitness program is to prepare
Marines physically for . war,T ^J
can-be conveniently split into two
phases.
a. preparation Phase
(1) Development of all-around
physical fitness.
(2) Development of purposeful
physical skills.
(3) Development of mental
alertness. ' ;
(4) Development of character
and leadership.
b. Maintenance Phase. Once the
preparation is completed, the
program must progress to a main¬
tenance program. Thi P t
revolves around the
maintain the trained Marine s
physical fitness for a partic
ular role. This will include—
(1) Maintenance of a high
standard of all-around physical
fitness.
(2) Application of purposeful
physical skills to combat
skills.
(3) Development of leadership
and self-confidence.
(4) Development of mental
toughness and endurance.
3. Physical and Mental Development
a. Marines need to be Jevel-
oped physically and mentally.
The physical training (PT)
instructor must ensure that the
program accomplishes this.
b. The system of the h oc *y
functions best in response to
progressive exercise. This means
that Marines should master t
easier exercises before they
attempt the more difficult ones.
e The body and mind are linked
inseparably and must be oonsxd-
ered as one in physical
training. Physical exercises
assist in developing the mind.
i d. The confidence in oneself and
in one's comrades attained by
physical achievement helps to
promote the indomitable^ will to
Win. The Marine must be taught to
realize this. It will help during
/- arduous training, which at aii
times must be imaginative, real¬
istic, and filled with,
siasm. All physical fit^ss
training must be associated
developing the qualities required
of a Marine.
4. Planning and Preparation of
Programs. The following factors
must be considered when compiling
a program (see also ch. 2)—
a. Aim or desired skill level.
b. Duration of the complete
training program and number of
physical training lessons.
c. Purpose of included exercises,
drills, or practical applica¬
tions .
d. Beginning/inventory fitness
levels.
e. Medical facilities, medical
personnel, and Marine Corps or
local command regulations
governing their proximity to the
training. .
%
f. Number of Marines to be
trained.
g. Availability of instructors,
assistants, and facilities.
h. Apparatus and equipment
available.
i. Alternative training areas for
varying weather conditions.
j. Stages of progression and
tests of achievement.
5. Five Basic Principles of
Program Design
a. Regularity. Regularity of
exercise is far more important
than the amount of exercise
performed on a given day. A
Marine should exercise a minimum
of three times per week. Human
muscle begins to atrophy after 3
days without exercise.
b. Balance. The program must be
balanced in terms of total
physical fitness. Imbalance is
created when, for example, an
individual merely runs. While the
cardiovascular system is
improved, general upper body
strength may be lacking. Con¬
versely, a person who just does
weight training may develop
strength, but not cardiovascular
endurance.
c. Overload. If total body
fitness is to be developed, then
the muscular and cardiovascular
systems must be made to perform
more work than previously. This
is done by increasing the
frequency, intensity, and
duration of the exercise. The
body adapts to the amount of
stress placed upon it and becomes
stronger and more efficient.
d. Progression. To be success¬
ful, any type of training program
must be progressive. This is an
area where untrained persons
conducting PT can cause injury to
Marines resulting in failure of
the PT program. Close supervision
must be made of untrained
instructors. The result of pro¬
gressing too fast is that the
class begins to reject PT because
it is no longer enjoyable or
motivating. The program should
start at a slow pace, and the
pace should increase as profi¬
ciency improves. Average persons
will encounter three stages of
progression: the toughening
stage, the slow improvement
stage, and the sustaining stage.
(See ch. 1.)
e. Variety. Some programs fail
because the training becomes
boring. Variety is essential and
perhaps presents the greatest
challenge to the commander and
staff.
6. Grouping. Providing for differ¬
ent levels of physical fitness is
particularly recommended in the
early stages of conditioning.
Older Marines and those in poorer
physical condition should be
expected to attain a group level
of fitness, but they should be
given more time to do it.
a. Homogeneous Grouping. One
simple method of providing for
the difference in levels is to
group them according to their
condition. A two-group classifi¬
cation would divide Marines into
highly conditioned and average
groups. A finer classification
could be obtained by dividing
them into three groups—a highly
conditioned, a moderately condi¬
tioned, and an unconditioned
group.
b. Performance or Age Grouping.
The segregation of Marines into
different exercise groups should
be based on physical fitness test
scores or on the level of fitness
they demonstrate. They may also
be grouped at first according to
age. A common classification by
ages is under 30, 30 to 34, and
35 and above.
7. Preparatory Commands and
Commands of Execution. The pre¬
paratory command describes and
specifies what is required. The
command of execution calls into
action what has been prescribed.
All preparatory commands are
given with a rising inflection.
The interval between commands is
long enough to permit the average
Marine to understand the first one
before the second one is given.
8. Extended Rectangular Formation.
The traditional formation for
carrying on many physical training
activities is the extended rectan¬
gular formation (fig. A-l). This
formation is more compact than any
other. It is the best type to use
for large numbers of Marines
because it is simple and easy to
asstime.
a. For the formation of one
platoon, the base man paces off
five paces from the stand, faces
left and moves five paces, halts,
and again faces left. With the
base man positioned facing the
stand, the platoon leader then
commands: FALL OUT AND FALL IN
ON THE BASE MAN. At this command,
all Marines run to the designated
area and reform. This procedure
is preferred to marching the unit
into position. If more control
is desired, the unit may march at
double time to the vicinity of
the base man and then be directed
to fall out and fall in on him.
Much valuable time is wasted in
the field by needless maneuvering
of Marines at quick time in an
effort to position the platoon or
unit on the exact spot for the
exercises.
b. A company-size unit assumes
the extended rectangular forma¬
tion from a column of threes or
fours at normal intervals between
squads. This extension can also
be executed from a company mass
without interval between pla¬
toons. In extending either a
platoon or company-size unit,
take your place at the head of
the column and command:
(1) TAKE INTERVAL TO THE LEFT,
MARCH. At this command, the
Marines in the right flank file
stand fast with arms extended
FORMING A PLATOON
K X
NbeL
f
S PACES
• ••O
• • • O
• •••
• • • •
• • • •
• • • •
• • • •
• • • •
• • • •
• • • •
• • • •
PLATOON IN FORMATION ON BASE MAN
PLATOON EXTENDED AND UNCOVERED
FORMING A COMPANY-SIZE UNIT
I . . -18 PACES-
Q-»— 9 PACES — O «— S PACES —0^-9 PACES
POSITION OF PLATOON BASE MEN
• ••O
• O'
• ••o
• •
o
o
o
o
•
o
• •
•
•
•
•
•
•
•
•
•
•
•
•.
•
•
•
•
• •
• •••
• •
•
•
•
•
•
• •
• •••
• •
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
• •••
• •
• •••
• •
•
•
•
•
•
• •••
• •
• •••
• •
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
• •••
• •
• •
•
•
•
•
•
• •••
• •
• •
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
• •••
• •
• •••
•
•
•
•
■ •
PLATOONS IN FORMATION ON BASE MEN ALL PLATOONS EXTENDED AND UNCOVERED
Figure A-l. Forming the Extended Rectangular Formation.
NOTE: In figure A-l, the base man is represented by a white circle.
sideward. All others turn to
the left and run forward at
double time. After taking a
sufficient number of steps, all
Marines face the front with
both arms extended sideward.
The distance between finger¬
tips is about 12 inches, and
dress is right.
A-4
(2) ARMS DOWNWARD, MOVE. At
this command, the arms are
lowered smartly to the sides.
(3) LEFT, FACE.
(4) EXTEND TO THE LEFT, MARCH.
At this command, those in the
right flank file stand fast
with arms extended sideward.
All others turn to the left and
run forward at double time.
Spacing is the same as in (1)
above, and dress is right.
(5) ARMS DOWNWARD, MOVE. Same
as in (2) above.
(6) RIGHT, FACE.
(7) FROM FRONT TO REAR, COUNT
OFF. At this command, the lead¬
ing Marine in each column turns
the head to the right rear,
calls off ONE and faces the
front. Successive Marines in
each column call off in turn,
TWO, THREE, FOUR, FIVE, in the
same manner.
(8) EVEN NUMBERS TO THE LEFT,
UNCOVER. At this command, each
even-numbered Marine stride-
jumps sideward to the left,
squarely in the center of the
interval. In doing this, each
one swings the left leg side¬
ward, jumps from the right
foot to the left foot, and
smartly brings the right into
position against the left.
c. To assemble the unit, you
commands ASSEMBLE TO THE RIGHT,
MARCH. At this command, all
return to their original position
in the column at double time and
reform on the base man.
d. It is recommended that the
area for grounding equipment and
arms be at the edge of, or well
away from, the area to be used
for exercising. To conserve time
and ensure proper position of the
unit, the base man or, if the
^^it is composed of several
platoon-size groups, the various
base men may precede the unit and
establish their positions in
relation to the instructor's
stand.
9. Circle Formation. The circle
formation is effective for
conducting various exercise
activities (fig. A-2). This
formation has an advantage in
that supervision of all Marines
is facilitated and a moving
formation ...is available which pro¬
vides control. Guerrilla exer¬
cises, grass drills, and some
forms of running are examples of
activities which are more easily
conducted in the circle formation
than in the extended rectangular
formation.
a. It is not advisable to have
more than 60 Marines in a circle.
When more must be accommodated,
separate circles should be used.
Concentric circles may be
employed to reduce the size of
r the circle or to accommodate more
persons. If concentric circles
are, formed, the different circles
are made by designating squads
for each circle. Each additional
circle requires more Marines than
the one inside it. For example,
one squad of a platoon may form
the inner circle and the remain¬
ing three squads the outer
circle.
b; WJien a platoon is to form a
circle, the commands are; CIRCLE
FORMATION* MARCH, FOLLOW ME. Upon
this^ command, the right flank
squad of the column moves forward
at double time with the leader of
the platoon group gradually
Figure A-2. Circle Formation.
forming a circle in a counter-
clockwise direction. Each
succeeding file falls in behind
that on the right. After the
rough outline of the circle is
formed, the leader commands: PICK
UP A 5-YARD INTERVAL.
c. The group may be halted and
faced toward the center, or, if
instruction is not necessary, the
exercise activity may be executed
without stopping the platoon.
10. Leadership Techniques
a. Unless you experience all the
exercises, you cannot appreciate
how arduous they are, what move¬
ments are most strenuous and
difficult, where the errors in
performance are likely to occur,
and what the proper cadence
should be.
b. You must give everyone careful
supervision and participate in
the exercises to show that you
can do them. When you partici¬
pate, your assistant instructors
should supervise because it is
difficult for you to supervise
and exercise at the same time.
c. Marines should never be kept
too long in one position, espe¬
cially a constrained one. They
should never have to perform an
exercise more times than they can
do it without losing the proper
form. You should insist upon
proper form in the execution of
all exercise activities. Even
slight deviations from the proper
form reduce the value of the
exercise.
d. Avoid long explanations. As
a rule, it should be necessary to
give a full explanation of new
exercises only. Explain the most
essential features of an
exercise first; add details
later. Too many details at one
time are more likely to confuse
than to assist them. Minor
corrections should be made to
the entire class while the
exercise is in progress (for
example, HEADS UP, KNEES
STRAIGHT). If necessary, follow
this direction by the name of the
person who is particularly at
fault. If a Marine requires spe¬
cial attention, give that person
separate instruction by an
assistant instructor to avoid
wasting the time of the group.
e. The heavy demand on your voice
can be lightened by
training assistant instructors to
assume some of the instruction.
Using mass cadence is also an
effective method of lessening the
demand on your voice.
(reverse blank) A-7
Activity packages.2107b(l)
Administrative marches . 3107
Agility. . ..; i202c
Airborne trainee physical fitness
test
Chinups . . ..6008e (1)
Endurance run.6008e(5
General information.6008
Knee bender.. 6008e(2)
Pushups. ... . . 6008e(3)
B
2- 5
3- 14
1-5
6-9
6-13--6-
6-7
6-10
6-11
Basic physical skills
Balancing..
Climbing and surmounting . . . . ,
Crawling .
Dodging.
Falling..
General information.
Jumping. . .
Man carrying..
Running. . .
Throwing
Traversing horizontal objects! !
Vaulting .
Battle fitness test. .....!!!
Battle swimming test . ,
Bench conditioning
Description and objective. . . .
Descriptive tables . ;
Body. See Human body.
Body systems
Cardiovascular functioning ....
Circulatory..
Functioning of the skeleton and
muscles..
Muscles..
C
Circuit interval training
Activities .
Descriptive table.
General information. .....
. 3802c(10)
. 3802c(4)
. 3802c(6)
. 3802c(3)
. 3802c(11)
.3802
>3802c(2)
3-64
3-60
3-62
3-59
3-64
3-59
3-59
.3802c(1j
3-59
.3802c(7)
3-62
•3802c(5)
3-61
. 3802c(8)
3-63
.6009
6-14
.4302
4-8
•3902a
3-76
.3902e, Fig. 3-40 r
3-77, 3-
3902f, Fig. 3-41
3-80, 3-
7007, Fig. 7-1
7^6, 7-2
7006a, Fig. 7-5
7-6, 7-7
7005
7-5
Fig. 7-1, 7004
7-2, 7-3
3704c
3-57
Fig. 3-19
3-58
3704
3-55
Index-1
Circuit training
Fixed strength. See Fixed
strength circuit.
General information.
Movable strength. See Movable
strength circuits.
Climatic conditions, effects of. .
Combat stress.
Combatives
Arm pull between legs. . . . .
Arm-lock wrestling ......
Back-to-back push. . . . . . .
Back-to-back tug . . ... . .
Bulling..
Crab fight.. . .
Hand wrestling ........
Hop and pull hands .
Indian wrestling . . . . . • •
Open-hand slap boxing.
Rooster fight.. . • •
Westmoreland wrestling ... .
Wrestling to lift off feet . .
Wrist bending. ... .
Wrist tug-of-war .
Command functions.
Commander's role .
Competitive conditioning
activities
Field meets.
Competitive activities
General information. . . . . .
Competitive spirit ... . . . • •
Conditioning drill one
Bend and reach ........
Body twist. . .
High jumper.. . . .
Pushup . . . ... • •
Squat bender .
Stationary run ........
Trunk twister. . . . . . . • •
Conditioning drill three
Back bender.. . . .
Bottoms up . . . . . . . • • •
Knee bender. .........
Side bender. ... .
Side straddle hop.
Squat thrust .
Stationary run .
Index-2
Conditioning drill two
Eight-count push .
Jumping jack . . .
Leg circular . . .
Squat and stretch.
Turn and bend. . .
Turn and bounce. .
Conditioning drills. .
Cooling off.
.3203c
.3203a
•3203f
.3203e
•3203b
.3203d
.3201
.1207
E
3-22
3-20
3-23
3-22
3-20
3-22
3-16
1-8
Endurance..
Evaluation of performance
Commander's physical
fitness program. ....
Methods of . . , .
Physical fitness test. . .
Exercise
benefits of. . . .....
in Arctic regions. . . . .*
in high altitudes. . . . .
in high temperatures and
humidity ........
systems of.
Types of.. . .
Exercises performed on grass.
See Grass drills.
Exercises performed with logs
Forward bender . . . ...
Knee bend..
Log drill.. . *
Overhead toss.
Side bender..
Starting positions . . . .’ ]
Straddle jump..
Two-arm pushup . .
Exercises performed with rifles
Arms forward, side bend. .
Foreup, back bend. . ...
Foreup, behind back. . . .
Foreup, full squat ....
Lunge side, turn and bend.
Up and forward .
1202b
.6005
.6003
.6002
.1303
.1206c
• 1206b
• 1206a
. 2107e
.1203
. .3304b
. . 3304e
. .Fig. 3-9
. .3304f
. . .3304d
. .Fig. 3-8
. .3304c
. .3304a
. .3302f
. .3302c
. .3302a
. .3302e
. .3302b
. . 3302d
1-5
6-2
6-1
6-1
1 - 10 -- 1-1
1-7—1-8
1-7
1- 7
2 - 6
1-6
3-32
3-34
3-33
3-34
3-34
3-31
3-32
3-32
3-29
3-29
3-27
3-29
3-28
3-29
F
Fixed circuit stations
Primary stations . . . .
Supplementary stations .
. 3702g(1)
.3702g(2)
3-49
3-51
Index-3
Fixed strength circuit
Forced inarches . . • •
3702, Fig. 3-16
3108
G
3-47,
3-14
Grass drills
Basic positions.
Description of drills. . .
General information. . . ».
Guerrilla exercises
Descriptive table I. ,.* • •
Descriptive table II • • •
General information. . . •
.Fig. 3-10
3-36
.3402a, Fig. 3-11,
3-37,
3402b, Fig. 3-12
3-38
.3401
3-35
.Fig. 3-13, 3502a
3-40
.Fig. 3-14, 3502b
3-41-
.3501
3-39
H
t • • •
• • •
• • • •
History of military physical
readiness .
Human body
Diet . . . . .
Functioning during conditioning,
Individual exercise programs . . •
Individual load ;
Existence load . . . • .
Fighting load.
Instructor training
Extended rectangular formation .
General information. . • • • • •
Leadership techniques.' . • • • •
Planning programs. . • • • • • •
Principles of program design . .
Instructors. • • . . . .
Isometric exercises
Description and objective. . . •
Door frame exercises . * • • • •
General information. . . . • • •
Isotonic exercise.
L
Leadership, psychological. . . • •
Lower body strength. . . ■■■■•• • • • • •
. .1104 1-2
. .7001b 7-1
. .7001a 7-1
. .3901 3-76
. .3104b 3-8
. .3104a 3-8
. .Fig. A-l A-4
. .App-A A-l
. .'A-10 A-6
. . A-4 A-2
. .A-2 A-l
. .1403 1-14
. ,3906a, Fig. 3-43 3-99,
. .3906d 3-99,
T .1203 - 1-6
. .1203a 1-6
. .1401 1-12
. .1105a 1-3
Index-4
3-48
-3-42
3-100
101
March computations
Length of column .....
Pass-time..
Time-distance. ......
March techniques and procedures
Communications .
Control and mat
Halts. . . .
Length, rate and pace
Order of march . . .
Organization . . . .
Reconnaissance . . .
Security ......
Marching under load
General information.
Movement orders. . .
Planning ......
Training goals . . .
Marine Corps mission ....
Military physical readiness,
history of.
Military swimming
Instructor and assistant
instructor classifications
Program development. ....
Swimmer classifications. . .
Water survival/swimming
qualification.
Moveable circuit stations
Barbell, . . .
Bicycle ride .
incline plane.
Isometric pull
Jump rope. . .
Step-up. . . .
Twist grip . .
War club .....
Moveable strength circuit
. ,3103c(2)
3-4
. .3103c(3)
3-5
. .3103c(l)
3-4
, .3105g
3-12
. .3105c
3-10
. .3105f
3-11
. .3105e
3-11
. .3105b
3-10
. .3105a
3-9
. .31051
3-13
. . 3105h
3-12
.3101
,3103a
.3103
.3102
.2102
.1104
.4103c
.4102
.4103b
.4104
.3703f(1)
.3703f(6)
,3703f(4)
•3703f(8)
,3703f(2)
.3703f(7)
•3703f(3)
.3703f(5)
.3703, Fig 3-17
3-1
3-2
3—1
3-1
2-1
1-2
4-2—4
4-1
4-2
4-3
3-53
3-55
3-54 —
3-55
3-54
3-55
3-54
3-55
3-52, •
N
Night marches
Control. . . . .
Safety on roads.
• .3109a 3-15
. .3109b 3-15
-3
3-55
-53
Index-5
0
Obstacle courses . . . • • • •
Obstacle courses, conditioning
Balancing-type .
Crawling-type. . . • • • •
Description and objective.
Dodging-type .
Horizontal traversing-type
Jumping-type .....••
Vaulting-type.
Vertical climbing and
surmounting. . . • • • •
Obstacle courses, confidence
Description and objective.
Illustrations.
Negotiating.
Orienteering .
. . . . .3803a
.3804d(7)
.3804d(5)
.3804a
.3804d(2)
.3804d(4)
.3804d(l)
.3804d(6)
.3804d(3)
.3805a
.Figs. 3-36—3-39
.3805e
.3603
3-64
3-68
3-67
3-65
3-66
3-67
3-66
3-68
3-67
3-68
3-7 2--3-75
3-7 0--3-71
3-46
PFT. See Physical fitness test.
Physical conditioning
Principles of.
Three stages of. .... •
Physical deficiencies.
Physical demands of combat . .
Physical fitness
Components of.
Effects of age .
Evaluation of.
Limits of..
Purpose of .
Physical fitness test.
Physical readiness test
Event standards.
Events . .
Purpose.
Scoring table. . • • • • •
Physical readiness training
Character traits acquired.
Necessity for.
Objective of .
Physical skills acquired . .
.1204
1-6
.1205
1-7
.2202a
2-10
.1105
1-3
.1202
1-5-
.1208
1-8
.2103
2-1
.1107
1-4
.1101
1-1
.6002
6-1
.6007g
6-5
.6007f
6-4-
.6007a
6-4
.Fig. 6-1
6-6
.1302d
1-10
.1301
1-9
.1302
1-9
.1303
1-10
- 1-6
Index-6
Planning
Guidance for planners.
Marching under load. .
Sample weekly programs
Selection of activities
and systems.
Steps in,..
Unit level activities.
Relays
60-meter lane relay. . .
100-meter circle relay .
100-meter lane relay . .
200-meter circle relay .
Bear-and crab race . .
Circle race.
Crab-walk race .
Fireman's carry relay. .
Frog-jump relay. . . . .
Horse-and-rider relay. .
In-and-out relay ....
Pilot relay.
Saddle-back relay. . . .
Simple relay ......
Squad front relay. . ., .
Wheel-barrow race. . . .
Remedial physical training
Administration of. . , .
Need for .
Rifle drill. . . . .
Rifle drill.
Road movement graph. .' .’
Route reconnaissance report.
Running and orienteering
Cross-country running. .
Double time.
Fartlek training . . . .
General information. . .
Orienteering .
Proper tunning form. . .
Wind sprints .
.2101
.3103
.2108
.2107
. 2106
.2105
R
» • .5302b(1)
• . .530 2e(1)
• . .5302c(l)
. .5302d(1)
. .5302d(2)
. .5302e(3)
• .5302b(4)
. .5302c(4)
. .5302c(2)
. .5302e(4)
. .5302e(2)
. .5302d(3)
. .5302d(4)
. .5302c(3)
. .5302b(3)
. .5302b(2)
. .2203
. .2201
. .3301
. .Fig. 3-7
. .Fig. 3-2
. .Fig. 3-1
. .3602c
. -3602a
. .3602d
• .3601a
. . .3603
. . .Fig. 3-15
■ . .3602b
Small unit leaders
Strength .
S
.1403
. 1202a
2-1
3-1
2-7 —2-9
2-5
2-3
2-2 —2-3
5-10
5-14
5-12
5-12
5-14
5-16
5-12
5-12
5-12
5-16
5-16
5-14
5-14
5-12
5-12
5-10
2-11
2-10
3-27
3-28
3-6
3-3
3-45
3-44
3-46
3-43
3-46
3-43
3-44
1-14
1-5
Index-7
T
Tactical inarches
Security .
Training .
Team athletics
Soccer .
Speedball. . . . . . .
Speedball field. . . .
Volleyball .
Team contests
General information. .
Human tug-of-war . . .
Line rush.
Log pivot circle'. . .
Log-rolling race . . .
Master of the ring . .
Prone pushing contest.
Pushball .
Shuttle relay race . .
Master of the ring . .
U
Upper body strength.
W
Warming up .
Water sports
General information.
Water polo .
Water relays..
Water survival .
Weight training
Curl.
Description and objective.
Shoulder curl..
Side bender..
Squat..
Standing press .
Upward row .
Waist bender .
6-12 plan
Description and objective
Exercise tables and
progression guides . .
Precautions.
.3106a
3-13
.3106b
3-13
.5404a, Fig.
5-16
5-25, 5-25
.5404b
5-28
.Fig. 5-17
5-29
.5404c, Fig.
5-18
5-32, 5-35
.5401
5-18
.5402c
5-21
.5402b
5-20
.5402e
5-22
.5402f
5-22*
.5402d
5-21
.5402g
5-22
,5402a
5-19
.5402h
5-23
.5402d
5-21
.1105b
1-3
.1207
1-8
.4201
4-5
.4203
4-5
.4202
4-5
.4104
4-3-/4-4
.3905e(3)
3-97
,3905a
3-96
.3905e(7)
3-97
.3905e(4)
3-97
.3905e(1)
3-96
.3905e(5)
3-97
.3905e(6)
3-97
.3905e(2)
3-97
.3903
3-82
.3903
3 — 84 — 3 — 9!
.3903e
3-83
Index-8
* U.S. GOVERNMENT PRINTING OFFICE: 1988- 2 1 6 - 0 6 4 / 8 0 5 7 7
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